Globalisation and Linguistic Rights Towards a Universal Framework of Linguistic Sustainability1
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
The Locations and Relocations of Lusophone Studies
The Locations and Relocations of Lusophone Studies josiah blackmore harvard university “ usophone studies,” or the range of topics and methodologies centered on Lthe study of the Portuguese-speaking world, is a relatively recent disciplinary designation with origins in Portuguese studies and Luso-Brazilian studies. As a field, Lusophone studies encompasses the study of Portugal and Portuguese- speaking countries and communities outside of Portugal, such as those in Africa (Angola, Mozambique, São Tomé and Príncipe, Cabo Verde, Guinea-Bissau, Equatorial Guinea) and in Asia (e.g., Macau, Timor, and India) but is typically exclusive of Brazil. Lusophone studies, therefore, takes as its collective matter of analysis a vast geographical arena south and east of Portugal with a variety of cultures and national and ethnic identities that at one point existed under the umbrella of Portuguese colonialism. The extended geographical arena of the field also supports a practice of interdisciplinary scholarship that reaches out- side of traditional literary studies and history to include cinema studies, dias- poric studies, or gender and sexuality studies that are commensurate with developments in other humanities disciplines. The current configurations of Lusophone studies raise the question of disci- plinary labels and scholarly practices, which in turn reveal a politics of identity and even a struggle for survival of a comparatively small field in the North Amer- ican academy. Entrenched biases or geopolitical realities have long affected Luso- phone studies, not to mention the name of the field itself. On the one hand, shifting nomenclatures reveal a consciousness of collective identities and affilia- tions to national, political, or cultural realities, while on the other hand they can act as strategic attempts to delineate the specific national and cultural purviews of study that define the discipline. -
Introduction: the Lusophone World at War, 1914-1918 and Beyond
Introduction: The Lusophone World at War, 1914-1918 and Beyond Filipe Ribeiro de Meneses1 On March 9, 1916, Germany declared war in Portugal. In response, Lisbon sent a fighting force, the Corpo Expedicionário Português [CEP], to France, where it held a portion of the Western Front until April 9, 1918. In addition, a number of smaller expeditions were dispatched to secure Mozambique and, if possible, participate in the conquest of German East Africa. Both theatres of war were a source of frustration for the Portuguese, and participation in the conflict fell far short of the hopes deposited in it by its defenders. As interventionist politicians slowly lost control over the country’s destiny after the war’s end, the conflict faded from the public’s awareness, its memory kept alive essentially among those who had direct experience with combat. For decades, Portugal’s participation in World War I was generally ignored, or reduced to a historical cul-de-sac, a pointless, if expensive, military episode. However, our understanding of the conflict’s impact on Portugal and its importance in the subsequent course of the country’s history has increased immeasurably over the past twenty years. The centenary commemorations for both the Republic, in 2010, and the Great War itself, starting in 2014, have naturally contributed to this process. In March of 2016, on the hundredth anniversary of Portugal’s intervention in the conflict, a colloquium was held at Brown University as an attempt to insert Portugal’s war experience into a wider, but intimately related, context: that of the Lusophone world. -
Cape Verdean Kriolu As an Epistemology of Contact O Crioulo Cabo-Verdiano Como Epistemologia De Contato
Cadernos de Estudos Africanos 24 | 2012 Africanos e Afrodescendentes em Portugal: Redefinindo Práticas, Projetos e Identidades Cape Verdean Kriolu as an Epistemology of Contact O crioulo cabo-verdiano como epistemologia de contato Derek Pardue Electronic version URL: http://journals.openedition.org/cea/696 DOI: 10.4000/cea.696 ISSN: 2182-7400 Publisher Centro de Estudos Internacionais Printed version Number of pages: 73-94 ISSN: 1645-3794 Electronic reference Derek Pardue, « Cape Verdean Kriolu as an Epistemology of Contact », Cadernos de Estudos Africanos [Online], 24 | 2012, Online since 13 December 2012, connection on 01 May 2019. URL : http:// journals.openedition.org/cea/696 ; DOI : 10.4000/cea.696 O trabalho Cadernos de Estudos Africanos está licenciado com uma Licença Creative Commons - Atribuição-NãoComercial-CompartilhaIgual 4.0 Internacional. Cadernos de Estudos Africanos (2012) 24, 73-94 © 2012 Centro de Estudos Africanos do ISCTE - Instituto Universitário de Lisboa Ca Va Ki a a Eiy Ca Derek Pardue Universidade de Washington St. Louis, E.U.A. [email protected] 74 CAPE VERDEAN KRIOLU AS AN EPISTEMOLOGY OF CONTACT Cape Verdean Kriolu as an epistemology of contact Kriolu as language and sentiment represents a “contact perspective”, an outlook on life and medium of identiication historically structured by the encounter. Cape Verde was born out of an early creole formation and movement is an essential part of Cape Verdean practices of language and identity. Most recently, the Portuguese state and third-party real estate developers have provided another scenario in the long series of (dis) emplacement dramas for Cape Verdeans as Lisbon administrations have pushed to demol- ish “improvised” housing and regroup people into “social” neighborhoods. -
Language Rights As Human Rights the History of Language Rights Is Probably Almost As Long As the History of Humans As Language-Using Animals, I.E
283. Skutnabb-Kangas, Tove (2012). Linguistic Human Rights. In Solan, Larry and Tiersma, Peter (eds). Oxford Handbook on Language and Law. Oxford: Oxford University Press, 235-247. http://www.languageandlaw.org/Oxford%20Handbook.html. Paperback version 2016. This is the updated version for a paperback version, updated Jan. 2015 1. Introduction: language rights as human rights The history of language rights is probably almost as long as the history of humans as language-using animals, i.e. tens of thousands of years. As soon as people using different “languages” were in contact with each other, they had to negotiate how to communicate verbally. Many “negotiations” may initially have been physically violent, without much verbal language, oral or signed (just as they are now; bombing in Iraq or Afghanistan; Western soldiers not being able to communicate in Arabic, Kurdish, Pashtu; people being shot when not understanding English- language commands). The linguistic outcome of negotiations where people wanted to exchange goods and services, rather than, or in addition to conquest, were probably also determined by the amount of physical force and visible material resources that each group could muster. In most encounters it was probably only the stronger party that had any “language rights”: they needed to do much less accommodation than the weaker party, if any. The groups with “language rights” may have seen this practice (their “right” to use their own language(s) or the language(s) of their choice) as something self-evident, just as most speakers of dominant languages do now. Genuine peaceful contact presupposes a mutual will to try to understand the other party’s signed or spoken signals and symbols, to accommodate, and to learn at least some of them (often using a pidgin, an auxiliary simplified language), or to learn a common lingua franca, foreign to both. -
China's Lusophone Connection
China's Lusophone Connection Anna Alves 2008 African Perspectives. Global Insights. Copyright SAIIA, 2008 All rights reserved Published by The South African Institute of International Affairs Jan Smuts House, East Campus University of the Witwatersrand Johannesburg, South Africa P O Box 31596, Braamfontein, 2017 www.saiia.org.za [email protected] Tel +27 11 339-2021 Fax +27 11 339-2154 ISBN: 1-919969-50-0 China in Africa Report No 2 SAIIA National Office Bearers Fred Phaswana Elizabeth Bradley • Moeletsi Mbeki John Buchanan • Alex Pienaar Elizabeth Sidiropoulos About the author Anna Alves is a lecturer and research at the Instituto do Oriente-ISCSP/Technical University of Lisbon, and a PhD candidate in International Relations at the London School of Economics Produced by Page Arts cc, Cape Town China in Africa Report No. 2 Introduction In October 2003, unnoticed by the rest of the world, Macau hosted the first ministerial meeting of the Forum for Trade and Economic Cooperation between China and Portuguese-speaking Countries (hereafter referred to as the Macau Forum), bringing together high- level representatives from Angola, Brazil, Cape Verde, East Timor, Guinea-Bissau, Mozambique, Portugal, Macau and China.1 The idea to create this China-Lusophone countries Forum was developed between the Chinese Ministry of Commerce (MOFCOM) and the Executive Government of Macau Special Administrative Region (SAR) not long after Macau's handover to China on 20 December 1999.2 The intention to realise this endeavour seems to have been mentioned publicly for the first time during the visit to Lisbon by Angola's minister of commerce, V. -
Ruth RUBIO-MARIN, Professor
CURRICULUM VITAE Ruth RUBIO-MARIN, Professor Current Affiliation Spain, Universidad de Sevilla Full Professor of Constitutional Law (2019-) European University Institute (part time) (2018-) School of Transnational Governance (director of gender and governance cluster) Spain, Universidad Internacional de Andalucía Director of Unesco Chair in Human Rights and Interculturalism (2018-) Former affiliations European University Institute, Florence, Italy Professor in Constitutional and Public Comparative Law (2008-2016) US, New York Global Law School Faculty, New York University (2002- next visit Fall 2020) Courses and Seminars Taught Academic Institutions: University of Sevilla, Spain; Universidad Mayor de San Simon, Bolivia; Queen’s University, Canada; Princeton University; Columbia University; New York University; Vermont Law School; University of Alabama Law School, Cardozo Law School, USA; European University Institute, Florence, Italy. Courses and Seminars Taught: University of Seville, Spain; Universidad Mayor de San Simon, Bolivia; Princeton University; Columbia University; New York University; Vermont Law School; University of Alabama Law School, USA; European University Institute, Florence, Italy. * Spanish Constitutional Law * Comparative Constitutional Law * Human Rights Law * Transitional Justice * Gender and Human Rights * Global Justice * Immigration and Constitutionalism: a Comparative Perspective * Multiculturalism and Constitutional Justice: Ethnocultural Conflicts in Constitutional 1 Democracies * Citizenship and the Challenge -
Hispano-Lusophone” Community Media: Identity, Cultural Politics and Difference
“Hispano-Lusophone” Community Media: Identity, Cultural Politics and Difference Ana Stela de Almeida Cunha Miguel de Barros Rosana Martins (Editors) 17 Ana Stela de Almeida Cunha, Miguel de Barros, Rosana Martins (Eds.) ) Dirección José Luis Terrón, Universitat Autònoma de Barcelona Comité académico Carmen Echazarreta, Universitat de Girona Mònika Jiménez, Universitat Pompeu Fabra Jordi Farré, Universitat Rovira i Virgili Gustavo Cardoso, OberCom Rita Espanha, OberCom Nelson Zagalo, Universidade do Minho José Carlos Lozano, Texas A&M International University Tanius Karam, Universidad Autónoma Ciudad de México Laura Regil, Universidad Pedagógica Nacional Angel Badillo, Universidad de Salamanca Marta Martín, Universidad de Alicante Fotografía portada: Ana Stela de Almeida Cunha Ana Stela de Almeida Cunha, Miguel de Barros, Rosana Martins (Eds.) (2018): “Hispano- Lusophone” Community Media: Identity, Cultural Politics and Difference. InCom-UAB Publicacions, 17. Bellaterra: Institut de la Comunicació, Universitat Autònoma de Barcelona. ISBN 978-84-948252-1-7 Institut de la Comunicació (InCom-UAB) Universitat Autònoma de Barcelona Campus UAB - Edifici N, planta 1. Despatx N-1003 E- 08193 Bellaterra (Cerdanyola del Vallès) Barcelona. Espanya http://incom.uab.cat ISBN: 978-84-948252-1-7 2 “Hispano-Lusophone” Community Media: Identity, Cultural Politics and Difference ) Acknowledgements We would like to thank each of the authors for their valuable contributions during this manuscript’s gestation period. We are grateful for their inspiring visions of Media Studies, and for the vigour with which they conduct their investigations into this fascinating and complex field. Without them, this book would not have been a possibility. We wish to express our gratitude to the many people who have assisted us at the various stages of the project. -
Habits of Household Lingualism
The Electronic Journal for English as a Second Language Home About TESL-EJ All Issues Books How to Submit Editorial Board Access Sitemap Habits of Household Lingualism June 2004 — Volume 8, Number 1 Habits of Household Lingualism Philip M. Adamek Department of Comparative Literature State University of New York at Buffalo [email protected] This essay contrasts two approaches to household bilingual education with respect to the notion of identity. The notion of lingualism is presented. Lingualism emphasizes the continuum between monolinguals and bilinguals through a non- quantifying understanding of language (including speech, writing, gestures, and language potential). Kouritzin’s (2000) account of raising bilingual children defines identity in terms of one’s first or native language. Mastery of grammatical and cultural standards is assured by the native experience of language, which itself presents a barrier to authentic L2 acquisition. Identity-bound languages are mutually conflictual and minority languages need barriers to survive. Harding’s and Riley’s (1986) study of bilingual families subordinates the notion of identity to that of linguistic identification. It views languages in a relationship of cross-fertilization. From this comparison, and in dialogue with works by Baker, Grosjean, Skutnabb-Kangas and Phillipson, the essay argues for a multilingual approach to multilingualism that does not reproduce monolingual ideology. Introduction 1. One can use a single language multilingually. 2. One can use several languages monolingually. In what follows, I wish to make the above assertions comprehensible. My aim is to define an approach to multilingual education, and to multilingualism generally, that avoids “monolingual assumptions.” To achieve this aim, I propose to analyze the guiding assumptions of two distinct publications within the expanding field of research on household bilingual education. -
Queer Sinophone Cultures
Queer Sinophone Cultures Edited by Howard Chiang and Ari Larissa Heinrich Routledge II Taylor & Francis Group LONDON AND NEW YORK First published 2014 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN and by Routledge 711 Third Avenue, New York, NY 10017 Routledge is an imprint of the Taylor & Francis Group, an informa business © 2014 Howard Chiang and Ari Larissa Heinrich The right of the editors to be identified as the authors of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging in Publication Data Queer Sinophone Cultures / edited by Howard Chiang and Ari Larissa Heinrich. pages cm. – (Routledge Contemporary China Series ; 107) Includes bibliographical references and index. ISBN 978-0-415-62294-3 (hardback : alk. paper) – ISBN 978-0-203- 59092-8 (e-book) 1. Chinese diaspora. 2. Gays in literature. 3. Gender identity–China. 4. Chinese–Foreign countries–Ethnic identity. -
Building Integrated Communities Through Language Rights
The Human Rights Policy LAB University of North Carolina School of Law BUILDING INTEGRATED COMMUNITIES THROUGH LANGUAGE RIGHTS AUTHORS Ashleigh Davis Ikee Gardner Patricia Heyen Jacob Oakes Caroline Outten Leslie Puzo Sarah Sawyer Shun Ming Yau Deborah M. Weissman- Faculty Adviser September 2015 http://www.law.unc.edu/documents/academics/humanrights/buildingcommunities.pdf The Human Rights Policy LAB University of North Carolina School of Law BUILDING INTEGRATED COMMUNITIES THROUGH LANGUAGE RIGHTS AUTHORS Ashleigh Davis Ikee Gardner Patricia Heyen Jacob Oakes Caroline Outten Leslie Puzo Sarah Sawyer Shun Ming Yau Deborah M. Weissman- Faculty Adviser September 2015 http://www.law.unc.edu/documents/academics/humanrights/buildingcommunities.pdf ACKNOWLEDGEMENTS We would like to thank Dr. Hannah Gill, the University of North Carolina’s Institute for the Study of the Americas, and the UNC Latino Migration Project for their collaboration on this project. We are especially grateful to Wanda Allen-Abraha, Director, City of Winston-Salem Human Relations Department, and Alvena Heggins, Director, City of High Point Human Relations Department for their assistance in preparing this report, and for their sustained efforts on behalf of Limited English Proficient residents in their communities. Deborah M. Weissman Reef C. Ivey II Distinguished Professor of Law UNC School of Law EXECUTIVE SUMMARY ......................................................................................................................................... 1 INTRODUCTION ..................................................................................................................................................... -
A Linguistic Landscape of Language Commodification Christa Burdick University of Massachusetts - Amherst, [email protected]
University of Massachusetts Amherst ScholarWorks@UMass Amherst Cultural Heritage in European Societies and Spaces CHESS Student Research Reports (CHESS) 2012 Mobility and Language in Place: A Linguistic Landscape of Language Commodification Christa Burdick University of Massachusetts - Amherst, [email protected] Follow this and additional works at: https://scholarworks.umass.edu/chess_student_research Part of the Linguistic Anthropology Commons Burdick, Christa, "Mobility and Language in Place: A Linguistic Landscape of Language Commodification" (2012). CHESS Student Research Reports. 7. Retrieved from https://scholarworks.umass.edu/chess_student_research/7 This Article is brought to you for free and open access by the Cultural Heritage in European Societies and Spaces (CHESS) at ScholarWorks@UMass Amherst. It has been accepted for inclusion in CHESS Student Research Reports by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. Burdick 1 Mobility and Language in Place: A Linguistic Landscape of Language Commodification Working Paper: Please do not cite without written permission from the author “’To produce space,’ these are surprising words: the production of space, in concept and in reality, has only recently appeared, mainly, in the explosion of the historical city, the general urbanization of society, the problems of spatial organization, and so forth. Today, the analysis of production shows that we have passed from the production of things in space to the production of space itself.” Lefebvre (2009: 186) Language and place have long been said to have primordial ties. While such an atavistic association is no longer as widely held, an urban landscape can still be said to be both palimpsest of past and present influences, trends and constraints, and at the same time a site of transformation, agency and power. -
Macau in China's Relations with the Lusophone World
ARTICLE Macau in China’s relations with the lusophone world Macau nas relações da China com o mundo lusófono http://dx.doi.org/10.1590/0034-7329201400214 CARMEN AmADO MENDES* Rev. Bras. Polít. Int. 57 (special edition): 225-242 [2014] Introduction The multi-cultural identity of Macau, shaped by the arrival of the Portuguese in the mid-16th century, inspired the Chinese enclave to embody the ideal of a bridge between East and West. After 500 years, the territory retroceded to the mainland but kept its Lusophone specificities, an instrument to Chinese overseas interests. Officially designated as a platform between China and the Lusophone world, Macau hides in the intermediary role that its unique characteristics allow it to play. Not a formal colony but rather a case of shared sovereignty, particularly noticeable during the Cultural Revolution incidents, the “territory under Portuguese administration” (Portuguese Constitution 1976, Arts. 5 and 306) was not included in the decolonization process, following instead the logic of retrocession through a negotiation process.1 The Minutes of Conversations on the Macau Question, signed in 1979 when Portugal and China resumed diplomatic relations, stated that the territory under Portuguese administration would be “handed-over to China…, when time is ripe, by the governments of the two countries through a negotiation process” (Minutes of Conversations and Joint Communiqué 1979). That would happen in the aftermath of the Sino-British negotiations on Hong Kong, resulting in the signature of the Macau Joint Declaration in 1987, which stated the transfer of Portuguese administration to the People’s Republic of China in 1999 (Mendes 2013).