Diacronie, N° 17, 1 | 2014, « Periferie
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Reclaiming Their Shadow: Ethnopolitical Mobilization in Consolidated Democracies
Reclaiming their Shadow: Ethnopolitical Mobilization in Consolidated Democracies Ph. D. Dissertation by Britt Cartrite Department of Political Science University of Colorado at Boulder May 1, 2003 Dissertation Committee: Professor William Safran, Chair; Professor James Scarritt; Professor Sven Steinmo; Associate Professor David Leblang; Professor Luis Moreno. Abstract: In recent decades Western Europe has seen a dramatic increase in the political activity of ethnic groups demanding special institutional provisions to preserve their distinct identity. This mobilization represents the relative failure of centuries of assimilationist policies among some of the oldest nation-states and an unexpected outcome for scholars of modernization and nation-building. In its wake, the phenomenon generated a significant scholarship attempting to account for this activity, much of which focused on differences in economic growth as the root cause of ethnic activism. However, some scholars find these models to be based on too short a timeframe for a rich understanding of the phenomenon or too narrowly focused on material interests at the expense of considering institutions, culture, and psychology. In response to this broader debate, this study explores fifteen ethnic groups in three countries (France, Spain, and the United Kingdom) over the last two centuries as well as factoring in changes in Western European thought and institutions more broadly, all in an attempt to build a richer understanding of ethnic mobilization. Furthermore, by including all “national -
Reproductions Supplied by EDRS Are the Best That Can Be Made from the Original Document
DOCUMENT RESUME ED 447 692 FL 026 310 AUTHOR Breathnech, Diarmaid, Ed. TITLE Contact Bulletin, 1990-1999. INSTITUTION European Bureau for Lesser Used Languages, Dublin (Ireland). SPONS AGENCY Commission of the European Communities, Brussels (Belgium). PUB DATE 1999-00-00 NOTE 398p.; Published triannually. Volume 13, Number 2 and Volume 14, Number 2 are available from ERIC only in French. PUB TYPE Collected Works Serials (022) LANGUAGE English, French JOURNAL CIT Contact Bulletin; v7-15 Spr 1990-May 1999 EDRS PRICE MF01/PC16 Plus Postage. DESCRIPTORS Ethnic Groups; Irish; *Language Attitudes; *Language Maintenance; *Language Minorities; Second Language Instruction; Second Language Learning; Serbocroatian; *Uncommonly Taught Languages; Welsh IDENTIFIERS Austria; Belgium; Catalan; Czech Republic;-Denmark; *European Union; France; Germany; Greece; Hungary; Iceland; Ireland; Italy; *Language Policy; Luxembourg; Malta; Netherlands; Norway; Portugal; Romania; Slovakia; Spain; Sweden; Ukraine; United Kingdom ABSTRACT This document contains 26 issues (the entire output for the 1990s) of this publication deaicated to the study and preservation of Europe's less spoken languages. Some issues are only in French, and a number are in both French and English. Each issue has articles dealing with minority languages and groups in Europe, with a focus on those in Western, Central, and Southern Europe. (KFT) Reproductions supplied by EDRS are the best that can be made from the original document. N The European Bureau for Lesser Used Languages CONTACT BULLETIN This publication is funded by the Commission of the European Communities Volumes 7-15 1990-1999 REPRODUCE AND PERMISSION TO U.S. DEPARTMENT OF EDUCATION MATERIAL HAS Office of Educational Research DISSEMINATE THIS and Improvement BEEN GRANTEDBY EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC) This document has beenreproduced as received from the personor organization Xoriginating it. -
Rémi Pach the LINGUISTIC MINORITIES of FRANCE France Is
ISSN 0258-2279 = Literator 7 (1986) Rémi Pach THE LINGUISTIC MINORITIES OF FRANCE ABSTRACT Although France is one of the most centralized countries in Europe, its ap parent unity must not conceal that it is made up of many linguistic groups, and that French has only in recent years succeeded in becoming the com mon language of all the French. The situation of each one of the seven non official languages of France is at first examined. The problem is then situ ated in its historical context, with the emphasis falling on why and how the French state tried to destroy them. Although the monarchy did not go much further than to impose French as the language of the administration, the revolutionary period was the beginning of a deliberate attempt to substi tute French for the regional languages even in informal and oral usage. This was really made possible when education became compulsory: the school system was then the means of spreading French throughout the country. Nowadays the unity of France is no longer at stake, but its very identity is being threatened by the demographic weight, on French soil, of the im migrants from the Third-World. France is without any possible doubt the most heterogeneous country in Western Europe, as it includes no less than seven linguistic minori ties : Corsicans, Basques, Catalans, Occitans, Alsatians, Flemish and 85 THE LANGUAGES OF FRANCE i?|n.niviANnl NON-ROMANnS IDinMS H I^^CO H SrCA H ^g] CATAWH DIAI.CCT8 o r OCCITAN 86 Bretons.' Most of these were conquered by means of wars. -
The Impeded Archipelago of Corsica and Sardinia
Island Studies Journal, 16(1), 2021, 325-342 The impeded archipelago of Corsica and Sardinia Marcel A. Farinelli Independent researcher [email protected] Abstract: Sardinia (Italy) and Corsica (France) are two islands divided by a strait that is 13 km wide. Their inhabitants have had commercial and cultural links at least since the Bronze Age, facing similar historical processes such as colonization from mainland powers during Middle Ages and a problematic assimilation within the nation-states to which the islands are nowadays associated. Nevertheless, they are generally perceived and analyzed as separate and distant islands. This is a consequence of the geopolitical context of the last three centuries, during which Corsica and Sardinia have become part of two separate states marked by a troubled relationship. This study has two main purposes: explaining the case of the two islands through a historical analysis of the island-to-island relationship between the 17th and 21st Centuries and proposing the concept of ‘impeded archipelago’ to describe analogous situations. Keywords: archipelago, Corsica, islands, island-to-island relationship, nationalism, Sardinia https://doi.org/10.24043/isj.142 • Received August 2020, accepted December 2020 © Island Studies Journal, 2021 Introduction Few scholars have adopted an archipelagic perspective on Corsica (France) and Sardinia (Italy), albeit the strait that divides them (The Strait of Bonifacio) in its narrow point is 13 km wide. Sardinians and Corsicans have had economic and cultural ties at least since the Bronze Age, they experienced colonization from continental powers during Middle Ages and Modern Era, and they shared a problematic integration process in the mainland country to which they are linked with since the 18th and 19th Centuries. -
For a Mapping of the Languages/Dialects of Italy And
For a mapping of the languages/dialects of Italy and regional varieties of Italian Philippe Boula de Mareüil, Eric Bilinski, Frédéric Vernier, Valentina de Iacovo, Antonio Romano To cite this version: Philippe Boula de Mareüil, Eric Bilinski, Frédéric Vernier, Valentina de Iacovo, Antonio Romano. For a mapping of the languages/dialects of Italy and regional varieties of Italian. New Ways of Analyzing Dialectal Variation, In press. hal-03318939 HAL Id: hal-03318939 https://hal.archives-ouvertes.fr/hal-03318939 Submitted on 11 Aug 2021 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. For a mapping of the languages/dialects of Italy and regional varieties of Italian Introduction Unifi ed late, Italy is well-known for its great linguistic diversity. This diversity has been thoroughly covered by linguistic atlases such as the Italian-Swiss Atlas (Jaberg / Jud 1928-1940), the Italian Linguistic Atlas (Bartoli et al. 1995), or the linguistic atlases of the Dolomites (Goebl 2003, 2012), Sicily (Sottile 2018), Calabria (Krefeld 2019) and the Piedmont mountains (Cugno / Cusan 2019), for which projects have undertaken to digitise a portion of the material (Tisato 2010) 1 . In other countries, too, various projects have aimed to make the dialect data collected in the 20th century more widely accessible: in France (Goebl 2002; Oliviéri et al. -
Language Names and Norms in Bosnia and Herzegovina by Kirstin J. Swagman a Dissertation Submitted in Partial Fulfillment Of
Language Names and Norms in Bosnia and Herzegovina by Kirstin J. Swagman A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Anthropology) in the University of Michigan 2011 Doctoral Committee Associate Professor Alaina M. Lemon, Chair Professor Judith T. Irvine Professor Sarah G. Thomason Associate Professor Barbra A. Meek Acknowledgements This dissertation owes its existence to countless people who provided intellectual, emotional, and financial support to me during the years I spent preparing for, researching, and writing it. To my dear friends and colleagues at the University of Michigan, I owe a debt that can hardly be put into words. To the ladies at Ashley Mews, who were constant interlocutors in my early engagements with anthropology and remained steady sources of encouragement, inspiration, and friendship throughout my fieldwork and writing, this dissertation grew out of conversations we had in living rooms, coffee shops, and classrooms. I owe the greatest thanks to my Bosnian interlocutors, who graciously took me into their homes and lives and tolerated my clumsy questions. Without them, this dissertation would not exist. I want to thank the many teachers and students who shared the details of their professional and personal lives with me, and often went above and beyond by befriending me and making time in their busy schedules to explain the seemingly obvious to a curious anthropologist. I owe the greatest debt to Luljeta, Alexandra, Sanjin, and Mirzana, who all offered support, encouragement, and insight in countless ways large and small. Daniel, Peter, Tony, Marina, and Emira were also great sources of support during my fieldwork. -
The Catalan Language in Education in France
The Catalan language in education in France European Research Centre on Multilingualism and Language Learning hosted by CATALAN The Catalan language in education in France | 2nd Edition | c/o Fryske Akademy Doelestrjitte 8 P.O. Box 54 NL-8900 AB Ljouwert/Leeuwarden The Netherlands T 0031 (0) 58 - 234 3027 W www.mercator-research.eu E [email protected] | Regional dossiers series | tca r cum n n i- ual e : Available in this series: This document was published by the Mercator European Research Centre on Multilingualism Albanian; the Albanian language in education in Italy and Language Learning with financial support from the Fryske Akademy and the Province Aragonese; the Aragonese language in education in Spain Asturian; the Asturian language in education in Spain (2nd ed.) of Fryslân. Basque; the Basque language in education in France (2nd ed.) Basque; the Basque language in education in Spain (2nd ed.) Breton; the Breton language in education in France (2nd ed.) Catalan; the Catalan language in education in France (2nd ed.) Catalan; the Catalan language in education in Spain (2nd ed.) © Mercator European Research Centre on Multilingualism Cornish; the Cornish language in education in the UK and Language Learning, 2019 Corsican; the Corsican language in education in France (2nd ed.) Croatian; the Croatian language in education in Austria ISSN: 1570 – 1239 Frisian; the Frisian language in education in the Netherlands (4th ed.) Friulian; the Friulian language in education in Italy 2nd edition Gaelic; the Gaelic language in education in the UK Galician; the Galician language in education in Spain (2nd ed.) The contents of this dossier may be reproduced in print, except for commercial purposes, German; the German language in education in Alsace, France (2nd ed.) provided that the extract is proceeded by a complete reference to the Mercator European German; the German language in education in Belgium German; the German language in education in Denmark Research Centre on Multilingualism and Language Learning. -
France's Languages
1/16 European Bureau for Lesser Used Languages European Language Equality Network Réseau Européen pour l'Égalité des Langues EBLUL/ELEN-France Consultative status by the Economic and Social Committee of the United Nations EBLUL/ELEN France 9 straed la Tour d’Auvergne 29270 Karaez / Carhaix +33 (0)2 98 73 20 58 [email protected] http://www.deompdei.org/ http://www.languesregionales.org/ FRANCE’S LANGUAGES IN DANGER 37th General Conference of UNESCO - November 2013 Presentation file Focus on a policy threatening regional languages with extinction The synthesis of research conducted by representatives of associative coordinations, working actively for the recognition of linguistic diversity and language reappropriation by the inhabitants of the territories in which they are historically located, aims to establish a vitality state of the regional languages of the French Republic. At this stage of the survey by associations defending these languages, the file deals with the following languages: Basque, Breton, Burgundian-Morvan, Catalan, Corsican, Franco-Provençal, Gallo, German, Occitan, Picard, Poitou-Saintonge. Due to the lack of a coherent policy on sociolinguistic survey by the services of the French authorities, the figures, according to the nine vitality criterias defined by UNESCO’s Atlas of the World’s Languages in Danger* are accessible only very partially, and in a disparate manner. However, they corroborate the findings of the Atlas, that all languages are, to a higher or lesser vulnerability degree, threatened and endangered. This observation is also valid for the Roussillon Catalan language, although Catalan has "officially" been removed from the list of endangered languages in the last Atlas. -
L'isula Noscia
Running head: PHONOLOGICAL ARGUMENT FOR MADDALENINO Northern Sardinian dialect variation: A diachronic phonological argument for the dialect distinction of Maddalenino Lisa N. Tyson Old Dominion University PHONOLOGICAL ARGUMENT FOR MADDALENINO In Italy, there is still much debate over what constitutes a dialect and a minor language. Most linguists, who are not themselves Italian, are quicker to differentiate between the two. In Italian libraries, however, many books still persist in calling, what are generally now accepted as minor languages elsewhere, dialects of Italian. This paper focuses on the languages of Corsica and Sardinia, specifically Maddalenino as a distinct dialect of Corsican, based on the differences in phonology from other Corsican and Sardinian dialects. Corsican was accepted as its own branch of the Italo-Romance language group in 1988 (Blackwood, 2004). The importance of minority language protection is recognized in the European Charter for Regional or Minority Languages3 (which Italy has signed but not yet ratified) and Sardinian specifically is recognized as being a minority language in law 482 of the Italian Constitution.1 According to Repetti (2000:1), the minor languages in Italy are “daughter languages of Latin and sister languages of each other, of standard Italian, and of other Romance languages.” At the time of Unification, in 1861, only an estimated 2.5-10% of the population living in the geographic region of Italy spoke what is considered today to be Italian. There is an “unprecedented urgency” to study and catalogue minor languages in Italy (Repetti, 2000:2). Dialect speakers are emigrating from rural to urban areas on a more frequent basis every passing year. -
Regionalism and Ethnic Nationalism in France: a Case Study of Corsica By
European University Institute Florence Regionalism and Ethnic Nationalism in France: A Case Study of Corsica by John P. Lo ug hlin Thesis approved and awarded the Degree of Doctor of Political and Social Sciences of the European University Institute, Florence, Italy on 11 June 1987 Members of the Jury: Prof. Vincent Wright, Nuffield College, Oxford Prof. Yves Meny, University of Paris II Prof. Michel Denis, University of Rennes Prof. Frank Delmartino, University of Leuven Prof. Jean Blondel, European University Institute m è m m ¿Í^Síil&ssifefe *;>*:''■••• '-.-v^í!^^. '^;,;-j,;--'. ;;víV!-^!; ’.'i> í‘'í5^'*"i"1 ,:' fX:'' *:-^3^ ■• •; -^:j; .t<:.:;!- -r; ^•v'-H,'f'v^‘;;:^;‘^-\.i ' ‘ ^>1. ^ c^'-' ^ íii Ï f ï j h ï '■ I-,y .à:'[/;■• :■:■ ';•• ;i.y ¿-' ; ’ï l f ï ï ÿ ü ] ' . '0?ffìSÌ«fe-:S;s$;^ if:vï;h;:;4;vT ::4:=; ^ i ' - 1,:4Ï-^- -• : ' V ’."i r !': ^ (- "-icriciitir^sâiiîi ’ (f 15 ! 0- ■ :?■•••'v,- ':«'■ ;■>-; Küsste : *H î-’ 'îî • : î i •* ^ ? ?' c ; ’ ,1^: -.f. : r» ; ^:!! ii; ' V - :-v ■:i> - : :,.V. ; : >v ’ - :. >Oi; ..; :■ ■... ;• v;:v. ■■:.■. , V'-äv. ::,;;; p .%;.:;!£ ' iL " \ , ì « ** «e >>“ ^ *• ' *.m •..<■ .:•!;.•.»•■••:'. •••■••< , -•..•< >- ,• - • y. •' .r,¡,.-,••; •;• r>.v,•■*-•ì v;• .'h .:.-.. ,v>t: •■ : •. : :• •.:. •*.•. ; ;J. i-. ,..;. .y;' - -• >•. ,ù\. ■ ••■•'.: • .•>:•-■.••'•••,• v:. ■_ - . '- - V ".•^•v..' -v.;,. .-'W*i-'-*.*:•' : •;■»•.-;•: », Vr í'*• .4 ^ ! v; .!-:i- * -Kr*1*42 ‘ ï-** íN:'íí ! í » V * ■-i - :!■ -'■'¿■■.■=-;-.í":':¡.-í ■■: •:" ’■’••: j • • -.'‘T-::.;••::;:i‘j;lv 'T l'’?ì^: 1' ■r'r'i'- ^ 2 -. i.^ : >-î :-î- ;>.■ j- ! ;-■■■■■ .- •• • ' * •• '.'...''-"^t.:-. •'• : '••/••• ..••>• European University Institute 3 0001 0041 9537 8 ■T European University Institute Florence ? v o Regionalism and Ethnic Nationalism in France: A Case Study of Corsica by John P. Lo u g h lin Thesis approved and awarded the Degree of Doctor of Political and Social Sciences of the European University Institute, Florence, Italy on 11 June 1987 Members of the Jury: Prof. -
The Turkish Language in Education in Greece
The Turkish language in education in Greece European Research Centre on Multilingualism and Language Learning hosted by TURKISH The Turkish language in education in Greece | 2nd Edition | c/o Fryske Akademy Doelestrjitte 8 P.O. Box 54 NL-8900 AB Ljouwert/Leeuwarden The Netherlands T 0031 (0) 58 - 234 3027 W www.mercator-research.eu E [email protected] | Regional dossiers series | tca r cum n n i- ual e : Available in this series: This document was published by the Mercator European Research Centre on Multilingualism Albanian; the Albanian language in education in Italy Aragonese; the Aragonese language in education in Spain and Language Learning with financial support from the Fryske Akademy and the Province Asturian; the Asturian language in education in Spain (2nd ed.) of Fryslân. Basque; the Basque language in education in France (2nd ed.) Basque; the Basque language in education in Spain (2nd ed.) Breton; the Breton language in education in France (2nd ed.) Catalan; the Catalan language in education in France Catalan; the Catalan language in education in Spain (2nd ed.) © Mercator European Research Centre on Multilingualism Cornish; the Cornish language in education in the UK (2nd ed.) Corsican; the Corsican language in education in France (2nd ed.) and Language Learning, 2019 Croatian; the Croatian language in education in Austria Danish; The Danish language in education in Germany ISSN: 1570 – 1239 Frisian; the Frisian language in education in the Netherlands (4th ed.) 2nd edition Friulian; the Friulian language in education in Italy Gàidhlig; The Gaelic Language in Education in Scotland (2nd ed.) Galician; the Galician language in education in Spain (2nd ed.) The contents of this dossier may be reproduced in print, except for commercial purposes, German; the German language in education in Alsace, France (2nd ed.) provided that the extract is proceeded by a complete reference to the Mercator European German; the German language in education in Belgium Research Centre on Multilingualism and Language Learning. -
Engaged Language Policy and Practices in a Local Marshallese and Chuukese Community in Hawai'i a Dissertation Submitted to Th
ENGAGED LANGUAGE POLICY AND PRACTICES IN A LOCAL MARSHALLESE AND CHUUKESE COMMUNITY IN HAWAI‘I A DISSERTATION SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAI‘I AT MĀNOA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN EDUCATION MAY 2018 By Greg Uchishiba Dissertation Committee: Kathryn A. Davis, Chairperson Margaret J. Maaka K. Laiana Wong K-A. R. Kapā‘anaokalāokeola N. Oliveira John Mayer Katherine T. Ratliffe ACKNOWLEDGEMENTS After nearly a decade, it has finally come together! There are so many people who have helped me through this incredible journey! I have learned so much. Dr. Davis, thank you for all your patience, encouragement, and wealth of knowledge. Dr. Maaka, thank you for staying with me all these years and believing in me. Dr. Ratliffe, thank you for all your proofreading help and encouragement. To my committee, thank you all for sticking with me for so long. Barbara, thank you for teaching me so much about the community and your partnership to create positive change. Setiro and Eola, I owe you much for all your dedication to this project. Without you, I would never have completed this. Both of you are truly amazing human beings. To all the Chuukese and Marshallese members who participated in my study, thank you for sharing your hearts. Hopefully, this project will inspire others to continue the work that is very much needed in all our communities. Steph, thank you for always being there to help! Dad, wish you could have been here to see this finished. I know you are watching.