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Communication, Media and Performance

  • David Divita on his book, Untold Stories

    January 27th, 2025

    https://utorontopress.com/9781487554279/untold-stories/?srsltid=AfmBOoq615DQfP5E2-AcCtkGe0xFZKGL5LbK2Oe7WywXSdqOaxZZsAeD

    Cécile Evers: In the beginning of Untold Stories, you recount an anecdote about a meeting you had with Amalia, an elderly Spanish woman living in Paris, and you insightfully spell out for us how her exclamation of “I could write a book” links her experience of Spain’s authoritarian past, with the present of your meeting, to a speculative future in which she writes a book. We read in the introduction of your own path into writing this book. Could you say something about this?

    David Divita: Of course! First of all, the book features a community of aging Spaniards who gather regularly at a senior center on the outskirts of Paris. These people participated in a wave of labor migration to northern Europe in the 1960s, when the Franco regime opened Spain’s borders as part of its attempt to modernize the country. In many conversations that I had with them, they would reflect on their past experiences – of Spain under dictatorship, of migration to France, of Paris in the 1960s and 70s. And on occasion they would interrupt their storytelling, as Amalia did one afternoon over sherry in her apartment, to say, “I could write a book!” It’s an expression I think most of us have heard before. Coming from individuals in later life, it signals awareness of the complexity of their life stories, of how these stories have been shaped by historical circumstances and thus merit documentation. But there’s a subtle paradox embedded in this exclamation. Most of the Spaniards I encountered in my fieldwork could not literally write a book. They’d spent only a few years in an anemic education system overseen by the Catholic church during the early years of the dictatorship, where they acquired little more than basic literacy skills. While writing Untold Stories, I came to imagine it in part as a material proxy for their speculative book.

    Cécile: I wonder if you could tell us about where you have taken this research since the book’s publication? I’m curious, of course, about the new directions this research is taking, but also in a way about what Goffman would have seen as the production format of your book and its reception. I see you as animating these Spaniards’ experiences and stories in your book, a poignant fact because, as you write, they were socialized to silence their recollections of the Franco era. How does your book’s reception invite new interlocutors to the table and potentially create new speech chains in which these historical themes are being discussed?

    David: Back in May I gave a talk about the book at the Reina Sofía museum in Madrid alongside an anthropologist, Carolina Espinoza, who has done extensive research on Chilean migrants in France – many of whom fled political circumstances similar to those experienced by my Spanish interlocutors in Paris. This was for an audience of non-academics, many of whom happened to be around the same age as the Spaniards I first encountered in the field in 2008. In other words, they had come of age during the 1960s, after the regime had become intensely focused on modernization. For that reason, they had not been socialized in the same way to keep silent about painful aspects of Spain’s past, even though they could immediately recognize the norms around disclosure and omission that continue to govern communicative activity among their forebears today. One of the audience members said she found it surprising that even among those who emigrated and never returned permanently to Spain, the communicative value of silence remained imperative. Exactly! That shows how deeply this value had been inculcated, spreading across geographical space and enduring over time. Even among those who fled the dictatorship decades earlier, their acts of reminiscence in later life were shaped by it.

    There were also some younger members of the audience in their twenties or thirties for whom the narrative of migration in Untold Stories echoes aspects of their family histories. They, too, have been affected by the legacy of silence among their grandparents, deprived of the knowledge and affective pull that firsthand accounts of the past often convey. The book, I hope, can accomplish some of that work for Spaniards born during and after the Transition – and indeed individuals elsewhere who are interested in understanding how the historical conditions in which people come of age shape the communicative practices that they carry across the life course. Partly to that end, Untold Stories is now being translated into Spanish and will come out early next year from Postmetropolis, a publisher in Madrid that has an extensive series of monographs focusing on 20th-century history and politics. I’m excited by the possibility of the book reaching a Spanish audience in this way.

    Cécile: Your book sheds new light on how people in later age experience transnational aging, though in the case of El Centro members, in ways additionally inflected by particular circumstances— “poverty, dictatorship, labour, migration” (p. 29). Can you say more about how El Centro members’ experience of aging in diaspora, colored by such circumstances, affected their language and semiotic practices?

    David: I noticed early on that people at the Centro circulated texts of various kinds – poems, compositions, plays, and songs – that they had written themselves or copied from other sources. Because many of these texts came from or were about the time before migration, they seemed to link the Spaniards to a shared past while also facilitating a sense of belonging in the present. Ways of talking about these texts also revealed potent ideas about “good” language and moral character – ideologies that were particularly salient in a weekly Spanish literacy class that I attended during fieldwork. Analyzing that classroom data, alongside conversational interactions and life-story interviews, I came to understand ideologies about language – in particular, the value of rudimentary literacy practices and the cultural capital that they conferred – as another kind of legacy of the dictatorship. Among the Centro’s members, the acquisition of literacy skills seemed to fill a sense of lack leftover from a childhood conditioned by an authoritarian regime. These skills also legitimated a way of remembering, as the seniors could use them to produce written artifacts about the past that could then be circulated in the future. Moreover, there were affective dimensions to the pursuit of literacy skills – notably, shame and pride – that the class’s participants recruited into ideological projects, such as processes of social differentiation. These processes helped the participants understand themselves in relation to one another within the class, as well as to other communities of Spaniards, such as those who stayed in Spain, or to generational groups, such as their children or grandchildren.

    Cécile: Staying with the topic of age, what do you see as the future of research at the intersection of age and language, or of your own research in that vein? Do you think that Bakhtin’s notion of the chronotope holds particular theoretical weight for ethnographers wishing to better understand aging communities?

    David: I think age is a dimension of identity that often gets overlooked. Maybe particular mobilizations of the chronotope – ones that spotlight temporality? – can help bring this dimension to light. The concept has been used in fruitful ways to analyze semiotic activity in situations of migration and diaspora. In the book, I draw on that scholarship while attempting to incorporate the particularities of later life. For older individuals, their retrospective gaze spans a wider swath of temporal and spatial coordinates. Their practices of remembering reflect a sense of being in relation to time and to the ongoing project of aging with which they reckon in the present. My interlocutors seemed to draw from a shared repertoire of chronotopes among Spaniards – such as the pueblo – as a means of assimilating both their experience of migration and the social position that they occupy as seniors. So yes, I think the notion of chronotope is quite useful for making sense of the semiotic practices of aging communities, and for making sense of the experience of aging in general.

    I remain interested in this experience and the semiotic practices through which we navigate it. Recently I’ve turned my attention away from contemporary Spain and toward gay men in midlife. There are different aspects of my research on Spanish labor migrants that will animate this new project in subtle ways. Broadly, I’m curious about how the social and political conditions in which we come of age inform the communicative values and practices that shape the life course. What are the discursive effects of living in time, of living through a particular time? For this group of people with whom the project begins, I’m interested in the experience of coming of age sexually in the shadow of AIDS, specifically among those born in the 1970s, whose lives may not have been directly affected by the epidemic (meaning that their immediate communities were not devastated by the virus), but whose sexual identities were indelibly shaped by ideas about safeness, risk, and mortality. How might this experience inform the networks of kinship forged by those in midlife who lack a clear model for doing so? Much of the literature I’ve read thus far from psychology, public health, and popular cultural criticism tends to approach the experience of queerness in generational terms. This is also something that I intend to draw from my work on Spaniards and contemporary debates about historical reckoning. How are ideas about generations circulated, and what is their effect? What does the notion of a generation make visible? What does it obscure?

    Cécile: Throughout the book, and especially in Chapter 4, you open a space to honor the “personal-biographical” mode of knowing the past, which El Centro members embody, in contrast to the “scholarly-historical” (91) mode of documenting the past. I know you teach about Spanish film and have also done research on the Law of Democratic Memory (2022) as well as on debates over how to resignify Franco’s memorial at the Valley of the Fallen. Do you find that your work to disseminate and elevate the experiences of people who lived through the Franco era resonates elsewhere, such as in current initiatives by the Spanish State or in forms of cultural production?

    David: In the book I explore how individuals in later life navigate settings of epistemological tension in which their primary mode of knowing – and by that I mean the personal-biographical – is often delegitimized, undervalued, or somehow thrown into question by individuals or institutions that embody scholarly-historical knowledge. The population of Spaniards who can speak in this way about the dictatorship is waning fast, and there does indeed seem to be a sense of urgency among some government bodies and artists to document their experience, as I aim to do in the book. I’m thinking specifically about recent efforts to “re-signify” the Valley of Cuelgamuros (formerly known as the Valley of the Fallen), which you mention – the monumental complex that Franco began building outside of Madrid after the war. The site contains a basilica, a monastery, and vast crypts that contain the remains of people who died during the conflict and afterward – many of whom were never identified. Franco himself was interred behind the main altar there until his body was exhumed in 2019 after a lot of political fanfare. So how do you alter the meaning of a site of totalitarian grandeur – one that is still often recognized as a celebration of Franco and his regime, even though his body is no longer there? Some of the most compelling responses to this question have suggested returning to the monument “some memory of its own genesis,” as James Young (1993) wrote about Holocaust memorials in Europe (p. 14) – in part through the stories of those who helped build it through forced labor, as well as those who have recently solicited the state to find and identify the remains of forebears who were interred there. Their narratives illustrate the abiding emotional resonance of historical matters perhaps assumed by some to have been resolved or neutralized, and thus the affective power of personal-biographical modes of knowing.

    As for cultural production, a recent example is Parallel Mothers, a film by Pedro Almodóvar that was released in 2021. (I’m currently teaching a seminar on Almodóvar, which is probably why he comes to mind.) Almodóvar came of age in the 1960s, and he has been making films since the Transition. Parallel Mothers is the first film (out of 23!) in which he engages explicitly with the issue of historical memory. The plot is set in motion when the protagonist asks for help from a forensic anthropologist to excavate the mass grave in her hometown where her great-grandfather and other family members were buried. Storylines then unfold in melodramatic directions (as we might expect from Almodóvar), but in the end the film goes to the pueblo and resolves the protagonist’s initial question about exhumation, representing the arduous labor of such sites and the emotional effect they can have on individuals whose families have been marked by them – not unlike recent reports on the Valley of Cuelgamuros.

    Untold Stories has thus come out at a moment when state actors and artists (among other entities) discuss far more explicitly than before the legacies of the dictatorship. I see the book as an artifact that can perhaps illuminate some of these legacies as they manifest discursively. I’ve tried to do that by documenting the lives of Spaniards who experienced firsthand the historical events and processes that are often evoked in current debates about the past and its meaning in the present.

    Work cited

    Young, James E. 1993. The Texture of Memory: Holocaust Memorials and Meaning. New Haven: Yale University Press.

  • Erika Alpert on her book, The Relationship People

    January 20th, 2025

    https://rowman.com/ISBN/9781498594219/The-Relationship-People-Mediating-Love-and-Marriage-in-Twenty-First-Century-Japan

    Robert Marshall: How did you decide to study Japanese matchmakers?  What is the origin story of this research project?

    Erika Alpert: For many understandable reasons, most studies of gender—and by extension, gender and language—have historically focused on groups left out of most scholarship because they didn’t represent a supposedly normal human experience. This group includes basically everyone who isn’t a cisgender man: women, trans people, nonbinary people, and gender-nonconforming people, with most studies focused on women’s language. This is well-needed reparative work, but I think this focus on marginalized experiences also reifies the idea that gender is something that women (and other gender minorities) have, something irrelevant to men, who remain the unmarked category.

    So my own goal, taking inspiration from scholars like Cindi SturtzSreetharan and Scott Kiesling, was to contribute to studies of putatively normal gender and sexuality. I think we all benefit from reminders that heterosexual, monogamous marriage constructed along more or less normative gendered lines is as artificial (that is, based on human art and artifice), invented, and specific to its historical moment as any other social institution. I also think that these kinds of studies do good work by showing how normative categories that seem monolithic are actually nuanced, complicated, and manifest differently in different situations too. (Here I’m thinking particularly of SturtzSreetharan’s work on gentlemanly masculinity in Japan.)

    There were some twists and turns along the way to studying matchmakers specifically , but I think matchmakers are uniquely suited to help us understand the social construction of normative marriage, because helping put together normative marriages is literally the job description. This is true in Japan, and doubtless even more true elsewhere, where matchmaking is a more widespread phenomenon. And, from a purely practical perspective, studying the work and worldviews of matchmakers provides a fairly nonintrusive site for looking at these issues. I initially wanted to study romance, because I thought this would be a situation where gender differences would be really foregrounded, perhaps eroticized, hyper-salient, but also couldn’t think of how I’d actually observe that.

    But perhaps most truthfully and most importantly, I got very lucky and stumbled into a group of chatty and welcoming people. An adjective that I’ve often used to describe Japanese matchmakers is evangelical, and I mean that very literally having good news that they want to tell you about. Matchmakers want to share their beliefs that marriage is good for people, that it helps them live more stable, supported, and therefore happy lives, and that anyone can get married with the right approach and mindset. It’s a social job that’s all about explaining what they do to clients, and why it’s great and they should try it.

    Robert Marshall: Why do you think the standard model of family and the gender roles played out in Japanese family life are so deeply embedded and hard to dislodge in Japan?

    Erika Alpert: I don’t know that these ideas are harder to dislodge in Japan than elsewhere, to start, and I’d be reluctant to make that claim. For example, at this point, Japan has much better labor protections for mothers, at least in law, than the US does (like paid childcare leave for the first year of a child’s life). But I do think that the social trajectory of trying to dislodge them, for a variety of cultural reasons, has taken a very different path in Japan than elsewhere.

    For example, it’s tempting to talk about the way norms of motherhood seem particularly entrenched in Japan. We can point at Japan’s low rates of extramarital childbearing, the high numbers of women who quit work in anticipation of childbearing, and the effects of maternity on women’s job prospects and career trajectories as concrete evidence of that. That’s very real. It’s harder to have kids in Japan without rearranging the rest of your life into an appropriate maternal situation. But I also think there’s a very real tendency to portray Japan (and other Asian countries with similar issues, like South Korea) as uniquely traditional in contradistinction to Western countries, or perhaps worse, as uniquely misogynist. I tend to think that this is not the case, but rather, that patriarchy comes in a Skittles rainbow of different flavors everywhere that are not necessarily more or less. So even as I want to highlight that norms of motherhood are particularly weighted in Japan in ways that absolutely influence career choices and family formation of all kinds, and that also feel terribly oppressive to people of all genders, I also think it’s useful to keep in mind things like research about women’s employment in North America and Europe duríng COVID-19 lockdowns. Pandemic unemployment has uniquely affected mothers, who left the workforce much more frequently than fathers, because women often have more precarious jobs or lower-earning jobs that are easier to sacrifice, and women were expected to step into the gap left by closed schools and childcare facilities.

    So, having said all that, with all due caution, I think we can say that women in Japan are profoundly affected by ideals of motherhood in particular, because childbearing and parenting outside of the heterosexual nuclear family model are so rarely undertaken and so poorly supported by Japanese society in both social ways (stigma) and institutional ways. As an example of the latter, Japanese bureaucratic norms that date back fully 1500 years embed individual legal existence in the family registry (koseki) system that makes children’s legitimacy readily socially and legally visible to others by means of whether they’re in their mother’s or father’s registries, rather than using documents like birth certificates that identify parents with reference to the child. In the context of North America and Western Europe, the response to illegitimacy has largely been to fight the stigma. In northeast Asia, I think it’s much more normative to simply avoid marriage and childbearing entirely, so that no one faces the stigma or burden of trying to do things differently. Choosing not to have children is a bit scandalous and incomprehensible in the US context (although I think this is changing), but sort of receives a sensible nod in the Japanese one. Of course one simply opts out of the whole affair if one can’t commit wholeheartedly to the roles of mother and wife (consider also the 4B movement in South Korea).

    Leonard Schoppa has noted that Japanese women’s exit from traditional family formation in some ways exacerbates the problem of rigid gender roles because opting out solves these issues on an individual level, but prevents women from organizing collectively for better conditions for mothers, as they have done elsewhere. This reminds me of Erving Goffman’s discussion of “the arrangement between the sexes.” According to Goffman, ethnic minorities, sexual minorities, and racial minorities tend to be segregated into their own communities and can build solidarity and organize movements. By contrast, women are kept apart from each other by the structure of nuclear family households, and convinced to align their interests with their families instead of their fellow women or other gender minorities. Women are thus uniquely hampered in their attempts to collectively agitate for a different arrangement. So women who have opted for motherhood in Japan have often gone all-in (although working mothers of young children are on the rise). The women who are unprepared to do that have fully opted out. In many other contexts (I’m most familiar with the US and with Kazakhstan, apart from Japan), discussions of family problems or boosting birth rates focus on convincing people to have more children, to have more legally/religiously solemnized marriages instead of casual cohabitation, or to divorce with less frequency or haste. But rates of all of these phenomena are lower in Japan, and rates of singleness are higher—I think this also, over time, has produced this tremendous hurdle to jump, of convincing people to participate in the whole edifice of partnership and procreation in the first place, rather than to do it more or less or differently.

    This answer has turned out to be tremendously long, but regretfully, I don’t know a shorter way to say these things! And I want to end by returning to the family registry system I mentioned above. This system has been in place roughly from the time of the Taika reforms circa 645 CE, when documenting families as patriarchal households was imported from China (along with a host of other bureaucratic and governmental changes). It was invested and reinvested with the full might of modern bureaucracy as Japan’s legal system was reformed first in the late 1800s, and again after WWII. Activists of all stripes have pointed to its many problems over the years, including the way it forbids married couples from bearing different surnames, a prohibition that has been upheld by Japanese courts both repeatedly and recently. It discriminates against international marriages, which have to be handled differently because those without Japanese citizenship have no family registries, and marriage is legally a process of moving one spouse into the other’s registry. Ironically, marrying a foreigner is the one way for women to retain their birth names after marriage, which I only found out from a friend’s announcement about her own marriage and name! And because of how marriage is handled by the family registries, as I noted earlier, the marital status of a child’s parents becomes completely transparent in a way that is not true of other record-keeping systems which might require, at a minimum, some cross-referencing of documents to facilitate discrimination. And yet, because it would require not just a legal overhaul, but a massive overhaul to any number of bureaucratic processes, new paperwork for everyone, and on and on, getting rid of the family registry system is more or less unthinkable (although activists and lawyers are, of course, thinking about it). But I would be remiss if I didn’t note that some of the reasons for the persistence of these problems is rooted not just in ideas about gender but in tremendously old ideas about what creates legal and social personhood, and how that personhood ought to be evidenced to others for any number of mundane purposes.


    Robert Marshall:
      What do you think Japanese women and men hope to gain or accomplish or enjoy through marriage?  Is it just that marriage promises to provide 1.5 children per couple? What is not available to them in some other way?  Why are they are willing to turn to professional services to help them in this area?

    Erika Alpert: Japan is an interesting case study for matchmaking as a more general practice, because first of all, brokered marriages only seem to have been widely popular throughout all social classes in Japan for a brief historical moment from the late nineteenth century through the middle of the twentienth, and then subsequently they fade away rather dramatically. At the same time, using a matchmaker to find a spouse lingers on as an option that’s available to anyone. This is in sharp contrast to, say, South Asia, where matchmaking has long been a mass practice that continues to be vibrant and meaningful in the present (although certainly not static or unchanging). It also stands in contrast to the individualist West (such as it is), where matchmaking occasionally occurs informally in ways that we understand to be minimally officious like being set up on a blind date), or is the suspiciously-regarded province of ethnic minorities. (I’m pretty sure I first learned about matchmaking from Fiddler on the Roof, and the Orthodox Jewish shidduch still thrives.) All of this is to say that we can’t talk about matchmaking in Japan without stressing on the one hand that is is very much a minority practice, but that it also has the fine patina of tradition attached. Only about 5-6% of all marriages in the present day involve some form of “matchmaking,” although that percentage actually increased quite a bit during COVID lockdowns. The Japanese word for this is omiai, referring to a formal introduction of two potential spouses from which marriage discussions then spin out.

    Why do people engage in it? Well, I think my previous answer is partly relevant here. It’s incredibly difficult to have children while unmarried in Japan. It’s not so much that marriage promises children as that it’s the required first step for people who want to have them. But above and beyond this, Japanese matchmakers stress the social insurance provided by marriage when delivering the good news. In a way, it’s classic alliance theory. When you get married, you acquire people committed to taking care of you, even as you promise to take care of them—not just your spouse. You gain a network of expanded kin ties to sustain you through the vicissitudes of life. And for those who do have children, they also (in theory) gain the support of those children through their old age. In the classic words of The Legend of Zelda, it’s dangerous to go alone—take this (a spouse).

    Of course, simply wanting a partner for companionship and social insurance doesn’t necessarily mean that someone will turn to matchmaking, but the advantage of matchmaking is that it’s a clearly defined process with clear aims. Japanese matchmakers like to talk about the ambiguity and uncertainty of dating, where there’s often not a clear trajectory to even good relationships. They especially highlight the vagaries meeting partners online, where app users have absolutely no idea, while browsing profiles, whether the other people are looking for the same thing or, in fact, if they are remotely who they purport to be. The pricing and structure of professional matchmaking is designed to discourage the unserious, because the fees can be quite high (hundreds of thousands of yen in a single payment for an engagement). The experienced human mediation of a matchmaker (as opposed to that of a friend or an app) is also meant to discern and guarantee the emotional, financial, social and other quality of potential matches. As I discuss in the book, I do think matchmaking is converging with other forms of mediated partner-searching, and that’s only to be expected as a normal change. Matchmaking in India has gone online too. But some of my interviewees on the client side of things absolutely felt that they met more serious partners via marriage bureaus as opposed to dating apps. Matchmakers, of course, insist on this distinction as an important marketing point.


    Robert Marshall:  You write that Japan has a long-standing birth and marriage rate crisis.  Do you see any way out of it, or will Japan’s population gradually dwindle to zero? The conventional view, that the refusal of people to take up expected gender roles is responsible for the national crisis of decreasing population, lays public blame on individuals.  Do you see any alternative to this view?

    Erika Alpert: So let me start with the second part of the question. This is a classic critical theoretical point and paradox, isn’t it? In order to solve these problems, we have to look at structures, not people, although it is people and their individual decisions who in many ways act to recreate and reify the structures that constrain them. In any given social context, you have people making what they believe to be sensible decisions for them, given who they are, what they personally want, and what seems socially and materially possible for them. So in Japan, as I discussed, people who don’t think they can live up to the demands of parenthood might choose not to have children, and they might also choose to remain single so that there will be less pressure on them. When women get pregnant in Japan, many of them will leave their jobs, in part because that’s what’s expected of them, but also because Japanese society is in large part structured around the idea that mothers will be at home to provide childcare, and so other institutions around them, even ones that provide childcare, like preschools and kindergartens, become tremendously inconvenient without a caregiver at home to pick them up after a partial day of school. But then, of course, these sensible choices on an individual level tend to reify the profoundly imperfect realities that brought about those choices in the first place. As was true for US women during COVID lockdowns, so too women in Japan often quit their jobs because they make less money and so their jobs are more easily sacrificed for the benefit of the household. Then employers continue to justify sexist wages on the grounds that women are unreliable employees. Then women quit their jobs because they’re paid less, and the vicious cycle continues. I don’t think that we can or should blame any individual person for trying to make the best choices for them to survive. What we have to do is change the structures that lead to those choices in the first place, because no one person can do it alone.

    We know that people will make different choices about family formation when we make changes to the incentive structures of various institutions. In the 2000s, a legal change made divorced women eligible to receive part of their (ex-)husband’s pensions, and for this among other reasons, divorce rates went up. Women had clearly been staying in unhappy or unsatisfying relationships because they had not worked much outside their homes, and so didn’t have pensions of their own. When they didn’t need the money any more, because they were recognized as having contributed invisibly to their husbands’ pensions, many felt much more free to divorce. I don’t want to say that this is necessarily a good or a bad change, but rather, clear evidence that structural changes work.

    Knowing this, we can ask other questions about potential structural changes. For example, what might it look like if paid parental leave was not just made available but mandated for people of all genders? We know that taking parental leave tarnishes the image of employees who become mothers, in ways that affect how HR think of these employees and their commitments going forward. But sociologist Mary Brinton, in a talk, said that Japanese women she talked with about these issues deeply wished for mandated parental leave because that might be the only way men would ever take it. And if everyone had this time off, new mothers wouldn’t be notable for taking parental leave. So how might this reconfigure childcare arrangements? Or work-life balance for new parents? Or the career consequences of taking parental leave? One question that I ask in my book is very basic: what if wages were raised? What if paying for childcare or supporting children wasn’t a worry, because people knew they’d have enough money? What if men weren’t so concerned about the necessity of demonstrating their masculinity via their abilities to support a family financially, because they simply would have enough money? What if women weren’t worried about emasculating husbands by making more, because everyone would be making more, and spousal dependence on each other for income would be less pronounced?

    Mainly, I think there are many things that can be done to raise birthrates, to make it easier to be a mother and other things also, or to be an engaged father. The urge for dramatic storytelling perhaps encourages journalists, social scientists, and politicians alike to paint a picture of the annihilation of human life and Japanese culture. I also don’t think it’s likely to happen—not in Japan, and not in any other country facing these demographic issues (which is basically all of them, to greater or lesser degrees). If nothing else, at some point the incentives in favor of liberalizing immigration law are going to outweigh the fears. While Japan has been painting a very quaint and isolated picture of itself for the last however-many decades, Japan has also, in its history, believed that Japanese culture and language should and could be learned by ethnic outsiders. Of course, the last time this happened, it was because Japan was engaging in an active imperial project throughout the Pacific, which no one should try to repeat. But there’s no reason to think that this belief couldn’t take root again under less violent circumstances, in the process of welcoming immigrants. The continuity of Japan does not depend on specific people reproducing that culture by teaching it to their biological children.


    Robert Marshall: Goldstein-Godni has an article in Current Anthropology that just came out about a still admittedly marginal movement of men who call themselves sengyō shufu, but change the character fu to that of the character for husband, to emphasize their positive and pro-active dedication to the role of househusband.  If such a movement were to grow strong, what sort of difference might it make to the marriage crisis in Japan, if any? 

    Erika Alpert: I address this near the end of the book, actually. One of the websites that I studied did actually have a sengyô shufu option. I don’t generally think much is going to come of that, and I think Japanese pop culture can be very quick to hop on a catchphrase and spin it out into a phenomenon that may or may not reflect actual lived experiences well. (You can see this in all of the discourse about ohitorisama, from the 2000s and 2010s, but every avocado toast joke about millennials also illustrates the point.)

    Robert Marshall: Senda Yuki has written, “The idea that a married couple might enjoy a simple life together has never taken root in Japan.”  Do you see any sense to this?  If you think so, why does it seem to be the case, what might be preventing this from being the reality of married couples in Japan and the objective of people hunting for a marriage partner?

    Erika Alpert: No, honestly, I don’t think there’s any sense in this, to the extent that I don’t think that the ideal of companionate marriage is necessarily the best or the most conducive to human happiness. And while it has been extensively exported from Europe and North America around the world, I don’t know that I would encourage its further spread. I think the companionate ideal is an imported one, that it has never fully rooted itself in Japanese ideas about, or experiences, of marriage, and I don’t think that necessarily needs questioning or solving. Not to be too much of a radical kinship scholar, but companionate marriage and nuclear families in isolated living quarters haven’t exactly served people well where this model has taken hold. I think we can imagine kinship bigger and better for ourselves. Collier, Rosaldo, and Yanagisako’s “Is There a Family” is a classic here that I come back to and think about all the time.

  • Mike Mena on Batgirl (2000-2006)

    January 15th, 2025

    The Silent Knight: Ideologies of Languagelessness in BATGIRL (2000-2006)

    by Mike Mena

    Why study comics? Simple: they reflect and refract ideologies present in everyday life.  Comics are a politically saturated medium that can offer something different to our understanding of American pop-culture. Indeed, the themes and events in comics are often barely-disguised analogies to American life. For example, the character Scarecrow is a psychologist obsessed with fear and known for his hallucinogenic, fear-inducing gas. It is no coincidence that the Scarecrow character began to explicitly resemble a stereotypical terrorist in the months following 9/11. Again, comics refract our reality, even our fears.

    My focus here is a less obvious example involving Cassandra Cain, codename: Batgirl. Over the first several pages of the series, we see racial signs and qualities being visually added to Batgirl (Mena 2024). For example, in the first images of Cassandra, her skin tone is quite literally tinted “yellow” in comparison to the surrounding bodies on the page. We eventually get the point: Cassandra is supposed to be a “Asian teen girl.” We might also expect this stereotype to come with specific bodily behaviors, such as “feminine passivity” and “quietness.”

    But, here is the twist: Batgirl totally dominates!

    What made Batgirl immediately fascinating to me was the problem she presented to the comic book medium itself. Batgirl couldn’t use language, which meant the main character of the story would not have dialogue. (And, no thought-bubbles either!) As a linguistic anthropologist, I was hooked.

    I immediately noticed an increased dependence on other semiotic elements, or other signs that also communicate information. In particular, her facial expressions and bodily gestures would take on increased significance. And, that Batgirl’s mask is permanently stitched closed holds much symbolic potential. But, exactly why Batgirl can’t speak is the most fascinating part. Let’s review.

    Cassandra Cain was abducted at birth and raised by an assassin who intentionally deprived her of all language (in a uniquely cruel and comic-bookie way). Why? As her captor/father’s logic went: depriving Cassandra of linguistic ability would focus her attention exclusively on reading the body, giving her the ability to predict her opponent’s moves. It made her lethal, undefeatable—unkillable.

    Her mentor, Batman himself, described her fighting skills as perfect. I agreed. To me, she became the perfect Batgirl! But, perhaps I got too excited, too quickly. Soon the story would take a turn, a linguistic turn.

    Let’s skip to what happens: she magically learns English. Well, to be clear, a random superhuman with psychic abilities “organized” her thoughts… for her… in English. Honestly, when I read this, I wasn’t quite sure how I felt at first. Thus far, my favorite element of this comic book was Batgirl’s lack of dialogue, because it precluded any straightforward character development that depended on text. That was exciting and novel.

    Unfortunately, it became apparent that her new ability to understand English entirely disrupted her ability to read bodies. Cassandra went from being a “perfect” Batgirl to an utterly unremarkable one. In fact, the word “mediocre” would be selected by Batgirl herself to describe her entire new existence.

    Why would learning English interfere with her ability to comprehend other kinds of communicatory signs? Or, rephrased: Why would learning English disrupt Batgirl’s ability to read bodies?

    Well, it would not. But, in the United States many believe it would.

    To understand where this ideological belief comes from, we need only to look how we treat bilingual children in the United States. There are many ideologies that shape our understanding of language learning and bilingual children, but let’s talk about the white supremacist ones—they are more entertaining and more relevant here.

    We can start with a generalized aversion to language mixing (and/or code-switching). Not all mixing, just the kind perceived as coming from stigmatized folks. If we don’t like language mixture, that must mean we have some ideas about language purity. Many folks in the United States subscribe to the idea that putatively pure language allows for pure and unconfused thought. So, in a white supremacist culture, we might say stuff like:

    • “Black English is a ‘broken’ version of (White Dominant) English.”
    • “They don’t speak Spanish or English, they speak Spanglish, which is not a ‘real’ language.”
    •  “Don’ t let the students use Spanish in class, it will confuse their English.”

    Put simply, when it comes to stigmatized bilinguals in the United States, we can count on two things: 1) their language(s) will always be seen as impure, confused, deficient, and mediocre; and 2) “Standard” English monolingualism is the norm in the United States.

    In fact, scholars have noticed that some schools have a special designation for certain racialized students as not having any language whatsoever—in other words, they speak no institutionally legible language, and therefore said to have no language. Jonathan Rosa (2016) calls this the ideology of “languagelessness,” where a language user’s linguistic competence becomes questioned, and by extension, their entire personhood. Sadly, once English was added to Batgirl’s communicatory repertoire, she lost her ability to read body language. But, while she now understood English, she still could not speak, read, or write.

    All things considered, what made possible her ability to reach perfection was her monolingualism. And, once the other language was added, the core of her identity was subtracted.

    Clearly, we appear to have some strange ideologies regarding language and language learning. Yet, we might also remember another ideology always working in the background: “This is America and we (only) speak English.”

    So, let’s ask again: Why study comic books? We are entering a new political age; one that thrives on pop-culture (mis)information and digital (il)literacies. And, comic books are just one more pop-culture medium capable of disseminating harmful ideologies at a massive scale. We would be wise to pay attention.

    Credits:

    “Cassandra Cain as BATGIRL” (2000-2006). Kelley Puckett (author), Scott Peterson

    (author), Robert Camanella (artist), and Damion Scott (artist).

    Mena, Mike (2024). “How to ‘Become White’: A Dummies guide to Semiotic whitening.”

    YouTube video: https://youtu.be/YB4HG1Ohzko?si=9UHob1qO2zeHa_dG

    Rosa, Jonathan Daniel. 2016. “Standardization, Racialization, Languagelessness: Raciolinguistic Ideologies across Communicative Contexts.” Journal of Linguistic Anthropology, 26 (2): 162–83.

  • Fred Myers and Terry Smith on their book, Six Paintings from Papunya

    January 13th, 2025

    https://www.dukeupress.edu/six-paintings-from-papunya

    Jennifer Biddle:  As a way of beginning, could you briefly introduce yourselves, and what brought you together on this project.  Why this book now?  

    Fred Myers:   People in Australia– including art critics and art historians — have been criticizing anthropology as a framework for Indigenous art for a long time. Indigenous Australian critics in particular objected to Indigenous works being placed in ethnographic or natural history museums rather than in art galleries considered higher status, recognizing artistry rather than culture.  As an ethnographer of Western Desert people, I have documented many paintings and the place of this work in people’s lives affords me knowledge that is relevant to the paintings and their subject matter. Terry is one of the main Australian art historians with a sustained interest and engagement with Aboriginal art, theorizing its placement in the field of contemporary art. We have been in discussion about Indigenous Australian art since the 1990s.

    In 2022, near the end of the pandemic, numerous Papunya Tula works were exhibited at the Australian Consul General’s Residency in New York, on loan from two collections, those of John and Barbara Wilkerson, and Steve Martin and Anne Stringfield. When Terry was in New York, we decided to visit, look at the paintings and discuss them, record it, and make that the basis of some writing.   We wanted to show those less familiar that these works merited serious consideration as individual works of art. This kind of attention to specific paintings was finally emerging—in exhibitions and in John Kean’s recent book on the innovations of early Papunya Tula art [Dot Circle and Frame: The Making of Papunya Tula Art, Perth: Upswell Publishing2023]. We were aware of the persistence of the unfortunate ethnography/art history binary in the Western art world.  We hoped to show that by combining Terry’s more formal analysis and my knowledge of the stories, people, places, and cultural contexts, we could illuminate how the artists chose to put their millennia-old painting traditions into two-dimensional form to show others.

    Terry Smith: Indigenous art has posed a great, and productive, challenge to art historians, especially since it became a powerful component of contemporary art.

    During my art history training at the University of Melbourne in the mid-1960s, and then at the University of Sydney, Indigenous art appeared only when Picasso visited museums in Paris, then, shockingly, painted Iberian and Africa masks on the heads of the naked women in Les Demoiselles d’Avignon. Despite various developments around so-called primitivism, few understood this art to be a contemporaneous kind of contemporary art.

    Until, in the 1980s, when the extraordinary paintings and sculptures by Indigenous artists in remote communities in north and central Australia began to be circulated by curators, and non-Indigenous contemporary artists responded to them in their own work. In the 1990s, suddenly, both kinds of art historical contemporaneity became possible, more visible, then undeniable.

    I was updating Bernard Smith’s Australian Painting, the basic textbook for the field, then twenty years out of date. I saw the need for a chapter on this new art movement, so I undertook research trips to several remote communities, country towns, and inner cities throughout Australia. Many small revelations and one big one followed: that Australian Aboriginal Art was not only a contemporaneous kind of contemporary art, but also its advent—unpredicted, multiplicitous, self-generative and undeniably powerful—suggested that several other major artistic developments occurring throughout the world, many with comparable qualities, were themselves contemporaneous. In short, contemporary art was not a style imposed on the rest of the world by the major art centers. My own subsequent books on contemporary art, some of them now widely used textbooks, have been shaped by this realisation. [For example, Contemporary Art: World Currents (London: Lawrence King, and Upper Saddle River, NJ: Pearson, 2011 and 2012).]

    In Australia, a dense discourse has arisen around this art, with a growing number of Indigenous voices, the artists themselves, curators, critics, administrators and historians, leading the field.  The Yamatji curator and scholar Stephen Gilchrist has written a wonderful, acute Afterword for the book. He cites Bandjalungcurator Djon Mundine’s condemnation of the “tournaments taken up between the imperial Houses of Anthropology and Art History.” Very few of us, I think, have been able to combine these discourses to provide, let’s say, the thick descriptions of the best (that is, radically reflexive) anthropology with the micro- and macro-scale accounts of the best (also, radically reflexive) art history. Perhaps our book shows that we are riding side by side, not aiming at each other.

    Jennifer Biddle: The book focuses on six paintings from a substantive archive, numerous national and international collections, early and more recent paintings.  Why did you select these works?

    Fred Myers:  We decided to look closely at the early paintings. I knew many of the artists and what they said they were doing. The paintings are well documented;  they are from the early period that marks the development of the art movement.  We picked paintings for what they seemed to offer aesthetically (formally) and, because of my knowledge of the painter and context.  The choice to begin with Kingsley Norris’s seemingly simple painting was Terry’s idea, to start with what seemed to be the earliest painting, in which the dotting was most limited.  Others were paintings from men who were dedicated painters, making work that seemed particularly inventive.  Four of the paintings were favourites with qualities I wanted to understand better.  For one, the enclosure in Wartuma’s painting The Trial [the cover image of the book] shows the importance of understanding mythological and geographical dimensions that motivate the artist. These works also have strong iconographic dimensions, as I have argued, significant for the artist.  For me, this project has been an effort to understand what the painters thought they were doing with their work and how they brought intention into visual form.  Each painting is an attempt to bring experience(s) of place, story (mythological events), and ceremonial performance into two-dimensional form. Some men were really drawn to this activity and demonstrated virtuosity worthy of sustained attention, what I have called a local art history. 

    Terry Smith: Fred has identified our main motivations. We were, of course, constrained by what was available in the exhibition: thirteen paintings from the early years at Papunya, 1971 to 1976, all from the Wilkerson’s superb collection of 50 works from that period. To give some context, 1,200 to 1,500 paintings on various kinds of board were produced at Papunya between 1971 and 1973 by more than 40 artists. A much smaller number of artists, half that, made most of these. We are in dialogue with the many interpretations of Papunya painting: the records of the many art advisors who worked at Papunya Tula, the original accounts of Geoff Bardon, the scholarship of Vivien Johnson and others, and the important exhibitions of curators such as Bernice Murphy, Arrernte and Kalkadoon woman Hetti Perkins, Gurindji/Malngin/Mudburra woman Brenda L Croft, Henry Skerritt, and others. The Introduction maps this art historiography in some detail.

    My art critical instincts led me to focus us on the originary moment around May 1971; thus we begin with Kingsley Tjungurrayi’s Stars, Rain, and Lightning at Night, the third work listed in the first record of these paintings. We then follow developments to the later months of 1972, when a dozen or so of the men were painting together in a corrugated iron shed at Papunya, many on an almost daily basis. This gave us the chance to evoke the interaction between them as they shared information about their Dreaming [Ancestral, mythological] stories and visual ideas about how to paint them. Some photographs suggest how intense this must have been. But the paintings are the best evidence. Shorty Lungkarta Tjungurrayi working on his Classic Pintupi Water Dreaming alongside Johnny Warangkula Tjupurrula as he creates his masterpiece Water Dreaming at Kalipinypa. To me, these interactions are on a par with some of the most celebrated collaborations in the history of art.

    The outcome is a dialogue between an anthropologist/ethnographer and an art critic/historian/theorist that has generated 4 to 6,000 words about each painting. This is not exceptional when it comes to passages in books on well-known, even middling, artists working in Western traditions. Indigenous artists in Australia, however, are usually less well served: mostly, a few bland sentences about what the authors understand to be the story underlying the painting are followed by a few more sentences about the medium and the technique used to present it.

    Jennifer Biddle:  You center paintings as active material agents, whose work is neither finished nor replete.  “The conversation” of the subtitle is as much between you two as between the paintings and audience(s):  their instigations, engagements, affective and effective potencies.  “Our responsibility is to open ourselves to these objects, to see as best we can what they have to say, and to say what it is that we are seeing” (2024: xii).  You also identify the “politics of the gift” (2024:17 ff).   Could you reflect on what you mean by this gift, this responsibility?

    Fred Myers: The question of how this work enters into the broader field of art came up as we went beyond initial conversations.  I have always been taken by the Pintupi painters’ discussion of “giving” (yunginpa) the paintings, the same word often used for the ceremonial transfer of knowledge (as a gift), or sometimes to speak of revealing (which is a form of giving).  I knew that the artist Bobby West Tjupurrula, a co-curator of the major retrospective Tjungunutja: From having come together [with Sid Anderson, Long Jack Phillipus Tjakamarra, Michael Nelson Jagamarra AM, Joseph Jurrah Tjapaltjarri, and Luke Scholes, Museum and Art Gallery of the Northern Territory, 2017] spoke of the paintings as a gift that needed to be reciprocated, with payment analogous to moments when young men might give meat to elders in return for the revelation of knowledge.  So, we had to reflect on what we were doing in this analytical work. These works had been sent out into the world, coming to us in some ways as a gift and we have envisioned our response to the works as a return, hoping to render more clearly what the gift is and to help generate the responses they deserve. The painters insisted to me very early in my own research, that the paintings were not made up but dear, and the Law.  The stories, designs, and places are identified with or belong to persons who alone have the right to show or paint them. Even if given, the rights to paint, to reproduce, remain with the person with whom it is identified… and thus, anthropologists have learned, they are inalienable, tied to this ancestral authority and identity.  That is the subject of much of my writing; in this experiment, we focus on the works’ visual dimension but we do not want to reduce their presence and their ontological value to that alone.

    We tried to make the book intelligible in the field of meanings the painters claim.  We wanted the works to be seen as objects of intensity and affect that incite a response requiring serious attention, drawing the viewer into understanding something powerful and moving, eliciting from us, perhaps, something we don’t know?

    But there was also something else in choosing to pursue the theme of the gift: to challenge the treatment of the paintings as simply commodities, for sale, and to render the participation of Western Desert painters in the contemporary art world on their own terms, to accept the complexity of the differences presented.

    Terry Smith: Fred describes well the politics of the gift in play in this situation, as we strive to move (from Mauss to Fabian, you might say) towards a genuinely coeval exchange, one that embodies the qualities that should be present in all exchanges between Indigenous and non-Indigenous peoples, given the systemic inequities of colonisation. Last year, 60% voted against the proposal that the First People of Australia be acknowledged in our Constitution and permitted a formal Voice in the Parliament. This is racism in its most obdurate form. Does it evaporate in the clean-lined spaces of art museums, or in books about art, even those as elegant as this one?

    For moments, perhaps, it can be reframed by what we might call the poetics of the gift. This emerges within response to paintings when evidence is gathered, when external knowledge, and rational inference has accounted for all it can, and inferred insight into form-making processes has exhausted itself. At that moment, paintings can retreat into rightful opacity. We were delighted that such moments occurred in our discussions. Right there, right then, the artists have called up the most valuable gift that we can offer in return: our capacity (if only partial, if incomplete, by necessity) for intuitive identification, for analytical insight, and, hopefully, for words that enable rather than block appreciation.

    Jennifer Biddle: In the Introduction you mention a milestone exhibition in 2023, Irrititja Kuwarri Tjungu (Past & Present Together): 50 Years of Papunya Tula Artists opening at the new Australian embassy in Washington, DC, including Fred, your editing of the exhibition catalogue with Henry Skerritt (Curator, Kluge-Ruhe Aboriginal Art Collection) and the hosting in Washington of Papunya Tula artists at the Opening.

    This framing strikes me as critical for this moment and what are now 37 community-based art centres across the Central and Western Desert (Desart Inc https://desart.com.au/member-art-centres/map/ ) in terms of the ways art production serves to sustain life lived-on county, in place; speaking and maintaining vernacular; the remote art economy; a history of community agency and mobilising force; of “vivification of Indigenous cultural modalities” as Gilchrist (2024:88) models in his Afterword, within ongoing colonial, extractive capitalism, neo-liberal and market-driven tendencies to commodify Aboriginal culture and identity.  Could you speak to this 50-year history and the impact of the Western Desert art movement? 

    Fred Myers:  The timing of our book with the celebration of the 50th anniversary of the Papunya Tula cooperative is significant.  From my perspective as long-time observer and friend to the painters and Papunya Tula, this goes back to the art/ethnography binary; to not excising the artworks from their total place and meaning in the local tradition; that is part of their trajectory.  And that trajectory is clear: the circulation (and sale) of these works has provided material support for people to live in their communities on country, has provided prestige and recognition for them as artists, which provides support in the public eye, and they provide recognition for Indigenous people and the significance of connections to land in the broader public imagination in the Australian national landscape.  For Papunya Tula, the trajectory of self-determination as supported through artwork culminated in their creation of the Purple House, the Indigenous NGO that they built themselves to provide culturally sensitive dialysis based in remote communities. This has enabled patients to remain on country with kin and able to gain the health benefits of being close to community and to transmit knowledge to younger generations.  As an anthropologist, I cannot help but look at the work of art as a practice, a form of activity and not just a piece of aesthetic activity – as the artists said to me, the paintings are not ngunytji, not just made up.

    Terry Smith: Fred has just listed several value chains that were generated by the Papunya artists and sustained by them and their supporters for over fifty years—this duration is in itself remarkable when it comes to art movements. But it is not miraculous when we see how grounded it is in local community values and cosmologies, and how important the business of making and selling artworks is to sheer survival in circumstances, often, of severe scarcity.

    The kinds of value embodied in these paintings, and activated as they circulate, cannot be reduced to the prices they generate on the art market. There are, in fact, several markets, operating simultaneously, each according to their quixotic logics. The most extreme generate headlines, especially when spectacular prices are reached, and instances of exploitation exposed, no surprise for commodity exchange under capitalist conditions. Yet all this, we would argue, is a sideshow to the core achievement of the artists: the extraordinary artistic and social values they create.

    Fred hints at the wider social impact of art practices like that at Papunya, those that were contemporaneous at Yuendumu, at Ernabella and elsewhere, spreading to become the Desart Inc. network you describe in your question, having an impact on non-Indigenous Australians, especially those who take their sovereignty for granted. Powerful works such as The Aboriginal Memorial made by Ramingining elders as a counter-memorial during the 1988 Bicentennial Celebrations of White Settlement, and knock-out exhibitions such as Papunya Tula: Genesis and Genius during the Sydney Olympics in 2000, joined countless other demonstrations of the Indigenous capacity for complex, subtle self-imagining. In the early 2000s, the movement as a whole, and desert painting in particular, was a major factor in advancing the agenda of national reconciliation. Meanwhile, Indigenous artists based in the major cities, problematizing White supremacy and imposed Indigeneity—I’m thinking of Gordon Bennett, Tracey Moffatt, and Daniel Boyd, amongst others—have been acknowledged as significant innovators within contemporary art, itself now an international phenomenon, especially in the biennials that continue to proliferate in cities worldwide. Archie Moore’s amazing installation kith and kin won the main prize at the Venice Biennale last year.

    Indigenous artists have been at work within their communities, and between them and other communities, for millennia. Secret sacred material must remain the preserve of the initiated; protocols involved must be respected. As Stephen Gilchrist notes in his Afterword, Fred and I have done as best we can, with deep care. We have also, we hope, demonstrated that these paintings invite, and can sustain, detailed interpretation of a kind that draws on our disciplines, as much as it challenges them, requiring us to learn new ways of seeing. We believe this is true of much other art made by First Nations peoples in this country. Indigenous thinkers and scholars are leading this effort to fully value the output of their artists, past, present and emerging, and we hope that our conversation may prove useful to this great enterprise.

  • Gerald Roche on his book, The Politics of Language Oppression in Tibet

    January 6th, 2025

    https://www.cornellpress.cornell.edu/book/9781501777783/the-politics-of-language-oppression-in-tibet

    Shannon Ward: Your book deals centrally with the biopolitics of language oppression, charting how techniques of governance institutionalize the elimination of Manegacha. In Chapter 6, in particular, you show how biopolitics reaches into interpersonal relationships. I was struck, however, with the book’s opening scene, where a girl insists she understands her father’s Manegacha, and with the survey data you present that emphasizes the enduring significance of Manegacha to its speakers. Do you see any social spaces where the value of Manegacha is emphasized, perhaps subtly and even in response to efforts for elimination?

    Gerald Roche: I think there are still a few social and physical spaces where the value of Manegacha is emphasized. These spaces are really important, because they essentially act as life rafts for the language. Unfortunately, I think they’re also decreasing. Here, I’ll just focus on one example of a physical space.

    The most significant space for the language is the four villages where the majority of Manegacha speakers live. I think it’s important to emphasize that people choose to speak the language in those spaces, as a reflection of the values they expressed in the household surveys I conducted. Most adult Manegacha speakers today are at least bilingual, in Manegacha and the local variety of spoken Tibetan. Many of them also know some form of Mandarin as well. So, with the exception of some members of the eldest generation who really rely only on Manegacha to communicate with people, it would be possible for pretty much everyone in those villages to stop using Manegacha with each other, and to communicate only in other languages. I think we need to recognize this for the decision it is, and for the fact that people make it every day, in the context of immense pressure to eliminate Manegacha.

    I’m not sure if resistance is the best word to use to describe this situation, however. Resistance, to me, implies a level of collective organization and an explicit oppositional stance of some sort, and I didn’t see much of either of these. So instead, I described that decision as a practice of endurance, taking the term from Elizabeth Povinelli’s work. Although I think that term works fine in the book, more recently I’ve been reading the social movement literature, and there are several useful terms there that apply equally well, such as Asef Bayat’s concept of a non-movement, or the anthropologist Julia Eckert’s concept of practice movements: “forms of unorganized, collective action, which are distinct from conventional social movements in various ways, first and foremost by their direct expression of goals in their practices.”

    Villages provide a safe space for these practice movements, where Manegacha speakers have some relief from the relentless everyday discrimination they face from other Tibetans. Of course, those spaces don’t completely isolate the community from those pressures, and that’s why so many families are choosing to withhold Manegacha from their children now. But they do provide some relief. However, the villages are being swallowed up by the growth of a nearby town, and so those safe spaces are being dismantled. That’s partly what the image on the book’s cover shows us – how the presence of Manegacha speaking communities is erased by the construction of Tibetan space and identity. 

    Shannon Ward: You trace chronological changes from the mid-20th century, when Manegacha speakers used their language in a rich range of cultural practices, to the present, when dynamics of language oppression overdetermine speakers’ decisions to use Tibetan (or even Mandarin). In Chapter 5, for example, you describe how state-building has advanced elimination. Yet, there are possible worlds where Manegacha could have been included in state-building (pp. 116-117). In these pages, you assert that describing such possibilities helps to illuminate the violence of erasure. Are there instances, however, in which these possibilities are actively articulated or reflected on by Manegacha speakers? And, are there areas outside of the purview of the state where these possibilities could be actualized?

    Gerald Roche: Manegacha speakers do articulate these sort of alternative possibilities – not necessarily the full range that I described, but there are examples.  

    One of the things that came up in my conversations with Manegacha speakers was a range of vernacular writing practices in the language. There’s no standard written form of the language encoded in textbooks or taught in formal contexts. But people in the community have repeatedly been motivated enough to develop their own systems to write the language and use it to communicate with small networks of friends. Some people use Tibetan script, some use Chinese characters, and others use the Roman alphabet.

    Another example came from social media. When I started doing this research, just over ten years ago, smart phones and social media were still somewhat recent. There was a fair bit of enthusiasm among Manegacha speakers for making little media clips in the language: dubbing over a cartoon for example. I haven’t been able to see how this has developed since the growth of platforms like Tiktok, and it would be fascinating to see how Manegacha speakers are using that.

    Anyway, in both cases, I think we see examples where people are motivated to try out pushing the language, at a very small scale, into spaces where it has been excluded from, such as formal education and mass media. If we take that together with the strong attachment to the language that I recorded in the household surveys, to me it raises an important question about how things could have been otherwise, under different conditions. Prompting the political imagination in those sort of ways not only helps bring to the forefront the current oppression that exists, which is what I try to do in the book, but it also hopefully helps create a sort of current where the practice movement amongst Manegacha speakers might grow to become something else. 

    Shannon Ward: In your writing, you made an active choice not to openly depict slurs against Manegacha and other minoritized language speakers, instead describing the general translations of these terms or representing them as slashes. Can you say more about how and why you made this decision in representation?

    Gerald Roche: I thought about this in relation mostly to one particular term that is used to describe Manegacha speakers. It took a lot of time and reflection to come to the conclusion that the term was in fact a slur. When you are in a different social and cultural context, in a different language, problematic terms don’t always necessarily jump out at you as they would in more familiar circumstances, and that’s especially true when those terms are normalized in the local context, even by the people who are labelled with the slur.

    Reading Frantz Fanon’s Black Skin, White Masks really helped me think through how slurs work – the “crushing objecthood” that they impose on people. I also found Jane Hill’s writing on the topic in The Everyday Language of White Racism helpful, as was some of Judith Butler’s writing, for example Excitable Speech. In the end I described a slur as a sort of ‘semiotic landmine’ that releases a sudden, harmful blast of negative associations and implications, and I think that’s a reasonable description of how this term works in practice.  

    Once I concluded that the term was a slur, the decision that I found myself faced with was – do I want to introduce this term into the English language? There are important debates to be had about how slurs in English can have complex social lives and sometimes allow for what Michael Hertzfeld called ‘cultural intimacy’: the use of sources of stigma to foster collective belonging. But the slur I was dealing with would be unknown to pretty much anyone reading the book, so why create knowledge of a harmful term where none existed, and run the risk that the harm of the term was amplified, showed up in new spaces, and so on? Similarly, I tried to imagine, while writing the book, how it would be read by someone from the Manegacha speaking community. Why go to the trouble of explaining how this everyday term is actually a slur, and then just repeatedly expose them to it? That seems callous to me.

    In addition, I also think that eliding the term dramatizes it and gives the reader increased impetus for reflection. Because I do that explicitly, in a novel context, and because the absence of the term is visually striking, the reader is forced to slow down, and hopefully to consider their own stance on the politics of slurs.

    Shannon Ward: In the Introduction and Conclusion, you write about the shift in your approach from endangerment linguistics (pp. 5-6) to one of decolonizing solidarity (pp. 154-156). What do you see as the role of language documentation and other traditional language revitalization tools in decolonizing solidarity?

    Gerald Roche: The traditional suite of methods and techniques that have emerged in linguistics and allied fields since the late 1980s and the emergence of endangerment linguistics are not the most effective tools for bringing about the changes that are required to secure language rights and end language oppression. However, sometimes they are the only tools we have.

    One reason that we have access to a limited toolkit is that most of our work is done at the behest of donors, whether private or public, and also requires some kind of institutional buy-in from a university. Shrinking funding pools and the neoliberalization of the university creates a bad environment for coming up with new ideas, but does create lots of incentives to tweak and redeploy existing tools. This set up also encourages people to use toolkits that seem, superficially apolitical, though of course they have their own politics.

    A second reason why it is important to rely on this toolkit is that in large swathes of the world, basic civil and political rights do not exist. If they did, people would be more likely to already be agitating for the change they need, and our job would be to support that. But in China, for example, that’s not possible. So we can either abandon communities in those situations to state violence, or we find other ways to work with them. I think finding other ways is the right choice. So we take the superficially apolitical tools we have and do what we can with them in those contexts. 

    If we use them mindfully, those tools can help build decolonial solidarity in several ways. Maps, for example, are one way of countering hegemonic efforts to erase particular groups, such as Manegacha speakers. They help render visible what the state attempts to destroy, and create a permanent, public record that counteracts denial and diminishes impunity. Surveys provide a chance to counter harmful assumptions that facilitate assimilation, for example, the data I collected showing people’s deep attachment to their language contradicted victim-blaming narratives which suggested that the community simply didn’t care enough to maintain their own language. Finally, research activities also provide opportunities for the redistribution of material and symbolic resources, for example, I tried to make sure that I spent my research funding in ways that supported Manegacha speakers. 

    Shannon Ward: In the Conclusion, you draw a distinction between settler colonies and exploitation colonies (pp. 151-152). Do you see each of these contexts as lending itself to a particular form of decolonizing solidarity? That is, are there particular approaches to decolonization required in exploitation colonies that have not been adequately recognized or supported by scholars?

    Gerald Roche: I think the debates around decolonization certainly have been patchy, though I’m not sure that the division necessarily lies along a divide between settler colonies and exploitation colonies. India is perhaps a good starting point to try and explain what I mean.

    We have vast amounts of literature looking at India as a British exploitation colony, but discussion of India as a contemporary colonial state is less prominent, even though the relationship between the Indian state and Kashmir, the Adivasis, and the entire northeast (at least) are all classically colonial. Ethiopia is another good example. Before the modern nation-state of Ethiopia was formed, it was a classical colonial empire, with patches of settlement and exploitation, and yet a recent handbook on settler colonialism talked about Ethiopia only in terms of its invasion by Italian fascists, and much of the analysis of the recent Tigray war elided the roots of the conflict in Ethiopian empire building.

    As these two brief examples hopefully suggest, we tend to take colonization as a sort of vanity project that only Westerners can engage in. If anyone else is doing it, then it’s just domination, or even worse, putatively national liberation. This is certainly part of the reason why the colonial relation between China and Tibet remains so under-analyzed.

    On the other hand, when people do analyze Tibet as a colonial situation, there is a tendency to simply apply models of what happened in Canada, or Australia, or the USA. Instead of denying the colonial relationship, we erase its specificities. So, for example, although I think settler colonialism plays a role in Tibet, I think we need to look at how settlement by Han people is part of a broader, and unique, colonial strategy in Tibet.

    Understanding the specificities of different sites and systems of oppression is essential to building thick solidarity as I discuss in the book’s conclusion. Refusing to impose historical and analytical templates developed in the Australia or the USA is also essential to building decolonial solidarity. Ultimately, I want the book to contribute to dismantling systems of language oppression that Manegacha speakers face. We can’t do that by cutting and pasting tactics and concepts from other places. Our solidarity requires us to do the work of understanding what we are actually trying to change. 

  • John Mathias on his book, Uncommon Cause

    December 30th, 2024

    https://www.ucpress.edu/books/uncommon-cause/paper

    Chip Zuckerman: Thank you, John, for engaging with me about your new book. I should start by telling readers that we went to graduate school together and have swapped many things over the years. This means that by the time your book reached my house, I had already seen most of it in one form or another. (In a co-authored article, we even wrote together about some of its materials (Zuckerman and Mathias 2022)!) But all these years later, while you might think this familiarity would make the book feel like an old hat arriving in the mail, I felt the opposite. It has been so satisfying to see its once rough and drafty parts coalesce and elevate into this single, polished, and fresh piece.

    The book, for those yet to encounter it, traces the stories of activists in Kerala, India to probe a recognizable ethical dilemma: how can one live for what one thinks is right when other people, including people we love, get in the way? With that, let me start my questions with a question about the book’s style of writing.

    The book is written beautifully. This makes it something one can sit down with and comfortably dive into. It also means it will be an excellent teaching text, which foregrounds the stories of particular people. But good writing takes work and sacrifice: you surely trimmed some prized detail, omitted some theoretical tangles not directly on your story’s path, and killed at least a handful of darlings. Can you tell me about your choice to write Uncommon Cause as you did?

    John Mathias: Partly, I think the book’s story-based style just came naturally to me; it’s connected with how I think and the nature of my fieldwork style. When I was in the field, my notes came to focus on puzzles or questions that the people I was spending time with were asking—puzzles about the difficulty of mediatizing and circulating evidence of what people experienced as smelly pollution, for example, or about the paradoxical importance of fighting for the people to activists who actively distinguished themselves from what they saw as common or ordinary people. As the months went by, I watched people work through these puzzles in various ways. Not that they necessarily resolved them; sometimes they seemed to become more lost or trapped in them. But by watching how their stories unfolded, I could learn something about how the puzzle was structured and why it was puzzling,g so to speak. So many of the stories in the book were already there—in my fieldnotes but also on my mind—when I began writing.

    Later in the writing process, as you suggest, I also foregrounded the stories deliberately. This was part of choosing an audience and a rhetorical angle. On audience, I wanted the book to speak to a broad readership, beyond academia, and I thought that leading with stories, rather than the literature, would do that best. As I went, I found myself less interested in whether my readers could place a particular puzzle within scholarly debates; it was more important that they could place them alongside their own experiences. I wanted them to feel the puzzles as real—to feel inspired by what inspired the activists in the book, to feel trapped when they felt trapped. And I hoped that these feelings would resonate with readers’ own experiences of desiring to live for some larger purpose or of fearing that such a purpose, if strongly held, might alienate them from their family and friends. My long-running writing group also encouraged me to lean into this, and as I wrote and revised, I deliberately elaborated on the stories of particular activists while putting much of the engagement with other scholars into the book’s subtext and footnotes.

    Rhetorically, this also seemed the right tack. The book is deeply moral, but not moralizing. The activists I describe ask questions about how people ought to live; and the book, in its own way, pursues those same questions. But it does not offer any overriding answer or program for how to live; I do not, for example, make the case that we should all be more like activists. The activists in the book often disagreed about the best kind of life, after all, and their stories are full of uncertainty and contradiction. But people can learn from stories even when those stories do not have clear lessons or morals, or even satisfying endings. Stories can offer a chance to sort of feel out the stakes in another form of life from the inside—and, ideally, to appreciate how these stakes could be relevant to our own lives. In this way, stories are good for thinking through real moral dilemmas, the resolution of which (as Wittgenstein suggests) cannot be reduced to any abstract formula but must be worked out within particular circumstances and relationships.

    Chip Zuckerman: In part because the book is written so accessibly, it eschews some of the in-the-weeds discussion of how its arguments relate to the anthropology of ethics, a turn that really got going leading up to and during your fieldwork. I know that you were steeped in this stuff in graduate school, because I was steeped right alongside you. Can you tell me a bit more about how you see your central argument relating to some of the big pushes in the anthropology of ethics? For instance, how does your argument relate to Laidlaw’s (2002) early argument about the need for an account of freedom, or the critique of Durkheim’s effort to make “the moral congruent with the social,” as Zigon (2007:132) put it?

    John Mathias: You’re right that I was deep in this literature as I was getting into fieldwork, and it shaped my interests. One thing that drew me to study environmental activists in Kerala is that some of them (especially the more radical environmentalists that I caption as solidarity activists in the book) seemed deeply committed to principles of moral freedom and practices of critical reflection. In some sense, they took an ethics of freedom to one possible extreme: they sought to break free from the norms of their inherited communities and practice a more liberated and rational mode of ethics. So I wanted to understand what happens when people try to do that.

    I think the book still presents that story. But as I dug deeper, I also found that some of the founding contrasts of the ethical turn, especially the critique of Durkheim, seemed to take one side in a debate that I was seeing worked out, and never fully won, on the ground. The emphasis in much of that work on freedom, for instance, did align closely with how some activists described their own lives, but the more time I spent with those activists, the more I saw how difficult distinctions between freedom and unfreedom, or between critical and uncritical, were for them to sustain in practice. More to the point, there was a whole subset of activists (those I call locals in the book) who seemed to see their activism in a much different way—not as a break with norms and social groups, but rather as grounded in belonging to communities. One could say, superficially, that these activists exemplified a Durkheimian approach to ethics rather than a late-Foucauldian approach, but that dichotomy would not do justice to the many ways that the stakes in solidarity activism and local activism overlapped. Ultimately, I came to see that, while the freedom/unfreedom opposition (what some caption as a distinction between“ethics and socially-enforced morality) resonated with how some activists’ described their lives, to adopt this opposition as an analytic would be to favor some ways of doing activism over others—and, moreover, to perpetuate some Western ideologies about the centrality of individual freedom and impartiality to ethics. The light the distinction threw was not worth the shadows it cast.

    My distinction between living for and living from is an attempt to better capture these dynamics, whether they unfold on the streets of Kerala or on the pages of journals like Anthropological Theory and JRAI. I understand living for and living from as distinct aspects of ethical life, which can come into tension. But they are neither inherently opposed nor fundamentally aligned—their opposition or alignment is produced by the ideologies and reflexive practices of actual people, working to oppose or align them. I find a metaphor from sailing helpful: like current and wind, they can flow together or against one another, but navigating ethical life is a matter of contending with both at once.

    Chip Zuckerman: You write: “[t]he quandaries that define the struggle for environmental justice in Kerala are rooted in dilemmas we all face. Each form of activist life speaks to tensions in the form of human life” (pg. 3). And in a few other moments in the book, you return to this point, arguing that the central problem that activists face—and the central problem of the book—is relevant to us all. Can you talk a bit about this, how do you see the relation between the activist form of life and human life more generally?

    John Mathias: What I mean by this is, most concretely, that everyone sometimes faces dilemmas that look something like the dilemmas these activists face. Not every life is defined, as some activists’ are, by choices between radical norm-breaking and community belonging—for example, facing potential estrangement from one’s family over one’s commitment to marrying across caste. But we all experience some version of this at some point—whether to take the side of a bullied classmate and risk being ostracized oneself; whether to keep going to mosque in college; whether to reveal, over Thanksgiving turkey, that one has become vegan.

    All of these experiences are rooted in the entanglement of relationships and ethics—in the reality that ethics is, inevitably, a way of relating to other people. Yet they are troubling experiences because ethics is not simply another word for social connectedness; ethics combines living for and living from, and these two aspects of ethics can conflict, even for those who work hard to keep them aligned. In that sense, the book suggests that at least some tension between the two aspects is inevitable.

    The ubiquity of this tension is not, however, what I want to underline. On the contrary, my more far-reaching point is that living for and living from are not inherently opposed. I want to push back against those who overstate the tension. To see what I mean, think, for instance, of the longstanding tendency in Western moral philosophy to purify ethics of living from, under the rubric of impartiality. Environmental ethics, in its challenge to anthropocentrism, has been seen by some as an extreme (and laudable) form of this push for impartiality. Debates about anthropocentrism have largely focused on how non-humans should be valued by humans. I intervene in those debates, in part, by asking not about values but about practices of evaluating—by studying ethics in action. Studying environmentalists ethnographically, it was clear that even highly eco-centric ethics was largely a matter of navigating relationships with other people (and, in the case of some religious activists, relationships with non-human evaluators). Even when people sought to uproot their values from any grounding in particular groups (their families, their castes, their species, their planet, and so on), they enacted this project by breaking with some people and forming community with others. In this sense, relationships between humans remain central to environmental ethics.

    Chip Zuckerman: In chapter’s 3, 4, and the conclusion you draw parallels between DuBois’s (2007) notion of the “stance triangle” and the dilemmas that activists face. Here is a reproduction of that stance triangle for those unfamiliar:

    I think this analogy is powerful. But getting meta, your use of the analogy also bears a familiar shape. The shape is this: the details of a semiotic and/or more narrowly linguistic process become a model for some more general (and temporally dispersed) pattern of culture. We could think, for instance, of Levi-Strauss’s (1963) use of Troubetzkoy’s and Jakobson’s structuralism to talk not about the sounds of language, but about culture generally, or the more recent use of the phatic function to characterize patterns of sociality and their roles as infrastructure (Elyachar 2010), or the notion of the “subjunctive” to characterize a kind of politics (Ahmann 2019). This is a giant question, too giant for this kind of conversation, but I cannot resist asking what you think of this analogic shape, and more generally, the relation between the stance triangle as a way of characterizing a particular semiotic moment, on the one hand, and its use here to understand a more enduring emphasis someone might have—for instance, someone might emphasize attending to their relations with others (the alignment line in the triangle) over and against their commitment to a value (the evaluation line in the triangle)?

    John Mathias:  This is a big question. I’d start by underlining that, as you suggest, the book does not aim to show perduring patterns in activist stance taking—for example, by tracking the prevalence of alignment in evaluative acts. This would be a really interesting project, but it was not mine. I did, however, record quite a bit of interaction in the field. Carefully transcribing some of these recordings was important to studying ethics as an activity. But the transition from alignment of utterances to alignment of lives was more about understanding activists’ ideologies about how ethical evaluation should work.

    By diagramming the interdependence of the intersubjective (subject-subject) and evaluative (subject-object) aspects of ethics, the triangle offered a way to think through how this interdependence became problematic in activism. It captured a core moral problem for some activists: how to free their lives from the influence of social ties, to live only for their causes. It also helped to describe a contrasting approach to activism, in which cause should come from community. More generally, it helped to think through questions about how to balance the desire to stand for what one believes, regardless of what others think (arguably the hallmark of an activist ethics), with the desire for community belonging, which might be considered morally valuable in its own right.

    It is also worth noting that the parallel you point to is arguably already present in DuBois’ article, insofar as he speaks of degrees of alignment not only of subject positions in specific stance acts but also as a property of speakers in conversation. To wit, he defines alignment as “the calibrating relationship between two stances, and by implication two stancetakers” (2007, 144). Much rests on “implication” here, of course, and in my reading it is not clear to what extent DuBois thinks of the triangle as a tool for analyzing not only stance acts but also the diachronic positioning of participants—let alone such extended modes of stance-taking as the living of an activist life. But I found the triangle valuable for the latter mode of analysis because it clarified the defining stakes, for my interlocutors, in what it meant to be an activist.  

    And it did so in a way that made the condition I noted above—that ethics is a way of relating to others—visually apparent. Many have reflected on this condition, of course; Adam Smith, Erving Goffman, and Judith Butler are a few others I looked to. But the stance triangle version of this argument has that helpful combination of being both very abstract and very easy to grasp.

    Chip Zuckerman: Your book takes you in a variety of interesting theoretical and empirical directions. For this final question, I wonder if you could give us all a sense of one path you chose not to take. What was left out, and is what you left on the cutting board for this book shaping what is to come for you?

    John Mathias: As I was writing the book, I kept bumping up against the boundaries of ethics as a category. Especially, I thought a lot about activist discourse about self-interest, which for those I studied and for many moral philosophers is seen as a kind of defining opposition for ethics. In the book, I question the interests/values dichotomy both in activist discourse and in some anthropology and philosophy. And this, in turn, led me to think about the utility of the category of ethics itself; I settled on motive as a broader domain within which one could inquire about interests, values, and other notions of what makes people do what they do.

    Motive is so core to theories of social life, yet we lack rigorous engagement with theories of motive in anthropology. Given the overwhelming emphasis of current anthropological analysis on motion—on practices, processes, social action, and so on—it seems we need to look more carefully at the motives driving the motion. So lately I’ve been thinking about how anthropological inquiry can more explicitly and rigorously explore motives. With the support of a Wenner Gren grant, I have had the opportunity to collaborate with some really brilliant minds on that (yours included, Chip!), and I am looking forward to publishing on it in the next year or two.

    Empirically and methodologically, I’m excited about some new directions as well. As climate change has transformed environmental politics, I’ve become concerned with how we think about long-term futures. I’ve recently done some more applied, community-engaged work related to climate change in the US, and I’ve noticed how this genre of research tends to focus on relatively short-term problems even as we recognize that the temporal scale of climate change is vast. Some of the activists I write about in the book have noticed a similar pattern. For example, coastal fishing populations in Kerala are protesting various government efforts to relocate them, which are put forward as a way of preparing for sea level rise (that is, climate adaptation) but will also make way for a planned coastal highway. The protests are aimed at stopping the highway in the short term, but they also respond to a vision of the future that excludes fishers. There is a need to include fishers in re-imagining what long-term climate futures should look like. So now I am planning some community-engaged research in Kerala that will be less reactive and more open-ended and imaginative. My love of stories is part of this. I’d like to collaborate with members of the fishing community, and we have been discussing the possibility of writing speculative fiction together. The project itself only exists in our imaginations for now, so I won’t say too much. But stay tuned, I guess, and thanks again for engaging the book.

    Work Cited


    Ahmann, Chloe
     2019     “Waste to Energy: Garbage Prospects and Subjunctive Politics in Late-Industrial Baltimore.” American Ethnologist 46(3): 328–342.


    Du Bois, John W.
     2007     “The Stance Triangle.” In Stancetaking in Discourse: Subjectivity, Evaluation, Interaction. Robert Englebretson, ed. Pp. 139–82. Amsterdam: John Benjamins.


    Elyachar, Julia
     2010     “Phatic Labor, Infrastructure, and the Question of Empowerment in Cairo.” American Ethnologist 37(3): 452–464.


    Laidlaw, James
     2002     “For an Anthropology of Ethics and Freedom.” Journal of the Royal Anthropological Institute 8(2): 311–332.


    Levi-Strauss, Claude
     1963     Structural Anthropology. Claire Jacobson and Brooke Grundfest Schoepf, trans. New York: Basic Books.


    Zigon, Jarrett
     2007     “Moral Breakdown and the Ethical Demand: A Theoretical Framework for an Anthropology of Moralities.” Anthropological Theory 7: 131–50.


    Zuckerman, Charles H. P., and John Mathias
     2022     “The Limits of Bodies: Gatherings and the Problem of Collective Presence.” American Anthropologist 124: 345–357.

  • Jessica Chandras on her book, Mother Tongue Prestige

    December 23rd, 2024

    https://www.routledge.com/Mother-Tongue-Prestige-The-Sociolinguistics-of-Privilege-in-Urban-Middle-Class-Education-in-India/Chandras/p/book/9781032404554

    Priya M. Dabak: This book is divided into two parts, The Nouns and The Verbs. First, “The Nouns” explores the political economy of language in education and the second part, “The Verbs” looks at socialization. This division serves as a metaphorical framework for exploring the complex relationship between language, language ideologies, and social capital across various research sites. Could you elaborate on how this structure enhances the analysis of language and social capital in urban middle-class settings, and discuss why you decided on these names for the two parts?

    Jessica Chandras: First, thank you for engaging with the book and for wanting to talk with me about it. To this first question, I liked the play on grammar. The first half of the book does more heavy theorizing and sets the stage for the second half of the book, where I put the theory in motion, hence Verbs. What the structure does is mirror how I was working out cultural complexities myself, complexities like being in a new education system, and experiencing and watching the power of language ideologies. In the first half of the book, I dig more into identity as well, including my own. As the book progresses, I wanted the later chapters to put everything into action in classroom discourse. I loved getting into nitty-gritty linguistic analysis to be able to show the specific embodiments of linguistic capital that strings educational aspirations along and say, “See right there. That’s how upper caste, hegemonic norms are reproduced.” 

    Priya M. Dabak: Your book explores the intersection of English education and social dynamics in India, a topic that has been extensively researched. However, you’ve taken a unique approach by connecting it to caste structures. What gaps in the existing literature did you identify that led you to explore this particular angle?

    Jessica Chandras: This book builds on my dissertation research. I wrote my dissertation mostly on code switching and language ideologies and analyzed how identity in my research context was shaped broadly. But when I returned to my dissertation to start the work of transforming it into a book, I realized there was so much about caste that I had not analyzed before. It is such a personal and heavy topic, that I wasn’t ready to put myself in that conversation yet for my dissertation. When I was ready, though, I searched for studies about caste and language beyond English education in India. And there’s this great term coined by a professor in India named Dr. P. M. Girish: ‘castlect.’ He explored ways of speaking connected to caste by looking at politeness in Malayalam as a tool for reproducing caste structures and divisions. So I saw a lot of parallels in his work and my interests. Also, there are many scholars who explore how English is a tool for the liberation of students from low castes and socioeconomic classes. I saw where I could contribute something because I wasn’t finding answers about the role of non-English languages used by upper-castes. And this guided me to ask what are upper caste groups doing with their mother tongues or non-English languages to continue caste divisions in education?

    Priya M. Dabak: You’ve discussed how this book evolved from your doctoral dissertation, a process that often involves significant refinement and adaptation. Could you take us through the journey of transforming your PhD dissertation into this manuscript? What were the key challenges and opportunities you encountered in this transition? Specifically, I’m curious about how the central argument and focus of your work may have shifted or deepened.

    Jessica Chandras: In the last question I explained how I shifted my dissertation on identity to specifically focus on caste. But there were a lot of other transformations too. Another really big shift was theorizing code switching to translanguaging, which, at the end of my PhD, was still a new concept for me and there wasn’t as much writing as there is now on translanguaging in the South Asian context. But again, putting the dissertation away for a year and then going back to it, I saw new things, and analyzing my data through the lens of translanguaging broadened my scope of analysis. So I took a broader perspective of linguistic economies in classrooms through translanguaging. It was important that I wasn’t just swapping out one word for a buzzword too. To do my due diligence to analyze translanguaging in an Indian context, I changed the scale of my analysis to look at the full linguistic repertoires used by teachers and students in classrooms. And I was already looking at socialization, so translanguaging really enriched my focus on the ongoing process of meaning making and moving beyond understanding languages as a bound entity to see how those repertoires were then part of the socialization process.

    Priya M. Dabak: So did translanguaging become another lens for your analysis or had you always viewed it from that lens but did not yet use the term translanguaging or see it as that concept?

    Jessica Chandras: Translanguaging was definitely a new and different lens, but code switching got me there.

    Priya M. Dabak: The methodological approach in this study is notably expansive for an anthropologist of education. Here, you’ve cast a wide net by examining multiple schools across various educational levels, which diverges from the more conventional anthropological or educational research that typically focuses on a single location or age group. How did the study take its shape in this way? Why did you decide on bringing in data and examples from such different schools to make your argument that “multilingual practices in education cultivate hierarchies in social structures” (p. 4)? And were there particular challenges or insights that emerged from comparing such diverse educational settings?

    Jessica Chandras: Looking back, I gave myself a huge challenge. I was so curious and got interested in seeing how socialization through language played out differently in different schools. Each school I visited had a unique culture and such different student demographics. As I narrowed my search for schools I realized I wanted to focus on middle class students. I was really inspired by the work of Leela Fernandes and Sarah Dickey about the middle class as I shaped my dissertation topic. It was like finding the right balance as I continued to shape my research focus and questions and figuring this out took a while. I had to also consider where I had access and what that access looked and felt like. My entry point, though, was through college students. So that’s why I ended up working first on higher education. Since I was a graduate student I met other graduate students and started asking them, “Can I talk to your teachers? Can I talk to you and your peers about language?” As I was learning Marathi too, and in India where higher education is supposed to be completely in English, going to college classes held in English was a way I could understand what was going on in classrooms to learn about education at the beginning of my research. So, I took this top down approach starting with college students who I saw to have these fully formed academic and linguistic identities. I was curious to see how they got there. I started visiting primary schools and was fascinated by how the youngest children started their academic careers. Another reason why I started off so broadly was because I really wanted to do an ethnographic study of the city of Pune, and to look at how language is an aspect of societal culture. With that in mind, it didn’t feel appropriate to then focus on only one school if I was trying to generalize my arguments to describe the larger city too. Focusing on one school wouldn’t have answered my questions about Pune and linguistic capital and value systems across the city, but it may have made my life easier! Ultimately for the book I’m glad I could draw on examples framed by such different contexts.

    Priya M. Dabak: You describe the complexities that categories like caste, class, and rurality bring to the linguistic identity formations and hierarchies in education. In what ways do educational institutions contribute to and reinforce caste-based ideologies through institutional autonomy and specific pedagogical philosophies? In terms of your focus on education as well, how did your own positionality as a heritage language learner manifest in your ethnographic engagement in this research topic? How did you negotiate this interplay of the linguistic expectations with your interlocutors during your fieldwork? 

    Jessica Chandras: The first thing that came to mind is how narrow the goals of education are. In Indian culture, teachers are regarded very highly. What was reinforced then, was that students should aspire to be educated like their teachers. So an ingrained pedagogical philosophy from teachers, who for the most part were all from the same background in my study, was that to be a good student was to be like them. Going to the second part of that question of how my position as a heritage language learner helped me to see some of this, and negotiate through this– I realized that I was learning culture as I was learning Marathi. And I thought, “Oh, this is really affecting me.” As I learned Marathi, I thought I would have more access throughout the city, but it actually closed a lot of doors and the city became more limited for me as I learned the hierarchies that are very rigid through learning the Marathi I was expected to learn. Then, when I began collecting data I approached people as a Marathi learner wanting to know about their feelings of a sense of belonging through Marathi, because that’s what I was looking for too.

    On the other hand, I went into classrooms and was granted an elevated level of authority commensurate with my level of English, which was completely unearned and unfounded. I was granted access to schools as an American “expert” and as a heritage speaker. My turn to focus on caste came through this as well because I was automatically implicated within high caste and Brahmin networks due to my language studies and background. In the book, I’m very open about my positionality and experience figuring all this out, so much so that I didn’t realize I was doing some autoethnography at first. But I can’t ignore the way my own personal connections to this topic granted me a framework within which to study it. 

  • Faye Ginsburg and Rayna Rapp on their new book, Disability Worlds

    December 16th, 2024

    https://www.dukeupress.edu/disability-worlds

    This interview took place on Zoom rather than email, and has been edited to reflect our vibrant conversation

    Bridget Bradley: Having followed your work over the years, and in waiting patiently for the publication of Disability Worlds, I really loved how this book culminates almost two decades of fieldwork while also weaving in your own personal stories. It is beautifully curated, and simultaneously celebrates how people with disabilities are living otherwise in the United States, while reinforcing the importance of making disability count through empowering stories of disability justice and world-making.

    Faye Ginsburg:  Thank you so much Bridget! In the book, wesituated our disabled children’s lives among the experiences of advocates, families, experts, activists, and artists who are part of the disability worlds that they traversed. We wanted to show how disability consciousness emerges in everyday politics, practices, and frictions.

    Rayna Rapp: Our chapters address dilemmas of genetic testing and neuroscientific research, the ways that kinship and community are reimagined, the challenges of special education, and the perils of transitioning from high school, what many call “the disability cliff.”  We also address the vitality of neurodiversity activism, disability arts, politics, and public culture.  Our fieldwork with diverse disabled New Yorkers and their allies reveals the bureaucratic constraints and paradoxes established in response to the disability rights movement, as well as the remarkable creativity of disabled people and their allies who are opening pathways into both disability justice and disability futures. 

    Bridget Bradley: I am keen to hear some of your reflections on the process of working, writing and raising children alongside each other over the years. How have you managed to intertwine your lives and research so successfully?

    Faye: It is joyful for us; but we are very, very fortunate to have our collaboration.

    Rayna: How did it start? So I gave a talk at the CUNY Graduate Center in 1982.  Faye was a doctoral student there and I was an Assistant Professor at the New School, and we started talking…

    Faye: …and Rayna became an outside reader in 1986 on my thesis on abortion activists and then we just kept working together.

    Rayna: We started to think about the way in which gender and reproduction were being transformed comparatively across the globe. And by the time we edited the book Conceiving the New World Order: The Global Politics of Reproduction in 1995, we were very firmly committed to working together.

    Faye: Then Rayna started doing her research on amniocentesis, and I was pregnant. So, I volunteered myself as a research subject.

    Rayna: And we were seeing the connections. You [Faye] are working on abortion. I’m working on genetic testing and prenatal technology. And then Faye’s daughter Sam is born in 1989 with this mysterious set of symptoms, and we just kept in a constant conversation as Faye and Fred (her husband, anthropologist Fred Myers) had to figure out how to enable their daughter to both be diagnosed and flourish.

    Faye: And because by then we were very close friends, our families were very connected from the beginning, from the birth of Sam who had a rare degenerative Jewish genetic disease, Familial Dysautonomia, and then later Rayna’s son, Teo was born…

    Rayna: …who had a mild disability, dyslexia.  It kept the conversation going about how to deal with the bureaucracy of special education, and all the injustices our disabled kids experienced, whether they were microaggressions, bullying, or the way in which children who are different are excluded from so many public events and venues; their lives are not necessarily cherished or valued by the larger community.

    Faye: Rayna was looking at the early days of genetic testing; disability was inherently part of that conversation, which wasn’t always being addressed in the research going on in reproduction. And then, of course, Sam’s birth, at a time when there was no genetic testing available for her condition, very dramatically signalled that there was something I needed to understand about her difference, and Rayna was by my side.

    Rayna: We didn’t think of it as doing autoethnography, but we were already launched on that path.

    Faye: We were in constant conversation, and because it was about our familial lives and our intellectual lives, and increasingly, disability worlds, the discussions were pretty seamlessly interconnected. We just really love thinking, researching and writing together, and because we’ve done it now for such a long time…

    Rayna: …we just finish each other’s sentences! We fight about semicolons and writing shorter sentences!! People think there’s some deep psychological meaning to our relationship. Actually, it’s all about editing [laughter].

    Faye: We know a lot of people who work together who alternate writing: “You do Chapter One, I’ll do Chapter Two”, but we just sat down together from the beginning and wrote everything together.

    Rayna: …and we don’t know why but we just started writing, and we’re always in this office, which means only Faye can type because she uses a trackball mouse that I can’t use. So, we have to talk, and I have to peer at the screen, and she always knows if I’m getting upset about something she’s putting on the keyboard because I stand up and I go closer to the screen! [laughs]

    Faye: She’s very small. She has to stand up [laughter].  So we’re very comfortable writing together, plus we’ve experienced so many of these things together that we write about in the book. It would be more efficient if we said, you do Chapter One, and I’ll do Chapter Two. But we just wouldn’t know how to work that way.

    Rayna: Right. Now we have a shared archive. I mean, we’ve done so many interviews together that when we do them apart, we know how to think about each other’s responses. And that’s part of a long relationship.

    Faye:  There are parts of the book where Rayna did more of the research or I did more of the research… But we have just combined everything in the book

    Rayna: …because, as we often said, we don’t know where one brain ends and the other begins.

    Bridget: Disability Worlds is an incredibly accessible book, that will appeal to a wide range of readers including disability scholars, activists, and allies. In particular, one of the book’s main theoretical contributions is the notion of “new kinship imaginaries”, which speaks directly to families navigating disability worlds.

    When writing the book, who did you find yourself writing for? What decisions did you make in order to increase its accessibility or appeal to different audiences?  

    Faye: Initially, we weren’t sure if we were going to do a book. And then we realized that we’d like our work to have that presence, to be both an anthropology and a disability studies book. We are allies to our children and the disability community. We are parents of disabled kids. People respect us for the fact that we support our children and try to find and make opportunities for them and many of their peers. But it was so important that we had been building a presence for disability studies and disability, arts and justice at our university, NYU, where we created a Center for Disability Studies. We really wrote the book with the disability community—including our kids – reading over our shoulders, having a conversation with us. And we’re super aware that we had to earn our credibility, and we have to continue to earn it. We’re waiting to see what the reviews are!!

    Rayna: I think it will unfurl over the next few months, and even years to see how the book makes its way in both the disability studies and the anthropology audiences, and whether it has a life. We were delighted that you thought the book was accessible. We hope the book is accessible. But that doesn’t mean that it’s going to become a runaway hit bestseller. We’re just hoping that there will be a kind of network of sites, some of which we have some ability to enter, and some of which will just have to organically flower on their own, where people may come to appreciate the complexity of both what we’re writing about and what they might learn and contribute to it as well.

    Faye: We thought about writing a book that jumped the fence into a more popular idiom and didn’t necessarily have as much academic language in it. Or we could have written about things like kinship in a more anthropologically theoretical way; it was really important to us to be accessible. You know many people have now read the book who don’t work in academia, and who have disabled children, or are disability activists/allies, and the book seems to have really resonated with them. But at the same time, we wanted it to speak to anthropology, and connect to the broader disability community.

    Rayna: Absolutely! We continue to hope that anthropology will change and recognize the significance of disability –a fundamental form of human difference — to our field. And, it IS changing. Good things are happening but there is an ongoing struggle for recognition of this area.  It is important to us that this be in a language and in a set of familiar research categories for anthropologists who might read the book and say – “Oh, this belongs in my introductory course”, or “Oh, this belongs in my course on the arts”.   It had to be available in the categories that anthropology recognizes because the discipline sure has had a hard time recognizing the value of the category of disability.

    Faye: One of the reasons we kept Disability Worlds for our title is because we were very struck, as you have been in your research, Bridget, by the incredible world-making activity we kept witnessing in the disability community. Once you have recognized that you been endowed with this label – disabled – for better or worse, people recognize, what some have called “crip kinship”.  But these forms of community have been under-recognized. The book shows how people find ways to do the world-making that enables them to move beyond the sense of difference and stigma to being part of a community that is insistent on creativity and justice, and telling their stories from their point of view.

    Bridget: Many of the people who you feature in this book are well-known disability activists, allies and artists. Likewise, some of the scholars you theorise with are also activists, and so the book offers a vast collection of recommended people and resources to explore, including films, documentaries, theatre shows, and books – all of which would enhance teaching on disability. The book also describes the innovative approaches to education you witnessed during fieldwork, and the inspiring examples of inclusive teaching environments for young people and adults with learning and sensory differences. While you do mention some of the resistance you have received from colleagues in response to your efforts to make academic learning more inclusive, I wonder if you have been able to introduce some of these innovative approaches when teaching Disability Worlds at NYU? In other words, what are essential adjustments we can bring to our classrooms in order to do justice to teaching and learning about disability in higher education?

    Faye: The first essential adjustment is that we recognize that our students know so much. They’ve been born into a world that didn’t exist for us. We were born before the passage of the Americans with Disabilities Act, while contemporary disabled young people and their allies have experienced support and educational opportunities in ways that were not available in our generation.  And they bring so much more awareness and experience to class; they teach each other and they teach us. We use ethnographies by disabled scholars which are going to really engage our students, for example work by Michele Friedner, Karen Nakamura, Arseli Dokumaci and other fantastic scholars. Whenever possible, we invite these authors to zoom into our classes so the students have an opportunity to talk to them.  

    Rayna: And that is a way of saying this is a new way of doing anthropology. Pay attention. And yes, it’s disability studies. But it’s also a new way of thinking about ethnography.

    Faye: You learn that in an undergraduate class there are going to be people in their power chairs, along with others who have very visible issues. Those students usually are strong activists by the time they’re in college. But then you learn all these other things, all the invisible disabilities that people are struggling with, especially when they are coming from a range of cultural backgrounds. Some are coming out to one another for the first time, and they offer one another a lot of remarkable support.  

    Rayna: But there is something else that happens in those undergraduate classes which we started calling the “pedagogy of the chat box” during Covid. They support one another, and they come to have very enduring relationships amongst themselves, which we see in the ways that they use the chatbox on Zoom.

    Bridget: Finally, the book’s introduction addresses the inherent ableism in anthropology, and slow but significant work being done to foreground disability within the discipline. You also mention the potential of an engaged anthropology that embraces participant observation (or in your case “observant participation”) in order to capture the way research and activism intersect. I appreciate this powerful endorsement for anthropologists to combine autoethnography or deep reflexivity with non-extractive research collaborations, and you clearly demonstrate the incredible impact that can emerge from these methodological and ethical choices. What further developments would you like to see for the future of anthropology and disability studies? And what advice would you give to those of us attempting to use our own lived experiences to bridge the research/activism nexus? 

    Faye: When we started this work many years ago, we thought, where is disability in anthropology? And even though there were some fantastic pioneering folks who did some really important door-opening books and conversations which we wrote about in an Annual Review essay in 2013…

    Rayna: …there was a bias against it. And I think there still is.

    Faye: I think it’s getting better…

    Rayna: …but it’s still a struggle, even more than it is in some neighboring or adjacent fields.

    Faye: So, despite the ongoing commitments to social justice, movements, and other things that have emerged in anthropology, disability has been very slow to have a presence in our discipline, which is still very ableist. We understand that this form of difference – disability — is fundamental to the human condition and yet is still not sufficiently acknowledged. And we are also trying our best to avoid the sin of extractivism; that is really a big issue. When you are doing autoethnography, your stakes are very much on the table. You are pulling that information from yourself and from, in our case, our children and the many disability worlds we learned about with them, and with their permission.

    Rayna: It starts long ago, in the history of anthropology, the colonial critique has evolved into understanding the problem of extractivism, and insisting that you be reflexive about your own position and what you both contribute and take out of the work you do with others. For us, our roots in feminist anthropology were so important. That’s really what brought us together in the first place. All of that was part of reflecting on our own lives and the politics of what was going on around us, and being porous to those critiques rather than to some kind of defensive upholding of the expertise of anthropology.  That’s an ongoing struggle that goes on. It’s not done, and that’s part of where we are now, bringing that kind of reflection into this conversation.  To answer your question, I’ll say something very banal, which is: you end up planting where you live. You have to make the institutional change, whatever the struggle, exactly where your workplace, your community and your family are.

    Faye: And it demands action. We’re at a university. We’re doing disability studies. There are no ramps in half the buildings where they are needed (as one of many examples). So we started a committee to change the accessibility of the campus. It’s an extension of the activism that we embrace. It’s very hard to write about this without looking around and saying, “Oh, my student using a wheelchair can’t get into my office. How do we fix that?”  

    Rayna: This is not a theoretical question. The institution which provided you with shelter also needs to be critiqued and transformed. That’s true within the AAA and it’s true within the university and wherever it is that you are investing your life’s energy. So that’s the kind of knowledge that we have learned really goes right back into the world – to disability worlds — in a variety of ways.

  • Junehui Ahn discusses her book, Between Self and Community

    December 9th, 2024

    https://www.rutgersuniversitypress.org/between-self-and-community/9781978831384/

    Hyemin Lee: Your book wonderfully illustrates the encounters between globally dominant socialization ideologies and the local socialization landscapes in South Korea, paying particular attention to the moments of tension, conflict, and confusion in everyday preschool classroom settings. Your argument and findings are significant for developing and enhancing current educational policies, curricula, and pedagogical approaches in the South Korean context. I am curious how your book and findings inform us about South Korean education and society. 

    Junehui Ahn: Thank you for the opportunity to share my findings about early childhood education and socialization in South Korea. To begin, I’d like to briefly relate the experience of one passionate and well-intended teacher I met at Somang preschool (my research site). At start of school year, Ms. Choo and her colleagues eagerly pursued globally dominant socialization ideals by implementing the Reggio approach (an Italian curriculum). As the year passed, she became increasingly fatigued and frustrated when they all failed to attain their initial goals. By year’s end, Ms. Choo expressed a dream of “being an old teacher who has just spent many, many years with children,” not one “who makes fancy posters and documents children’s play.” Why had she become so frustrated and pessimistic about her job in just one year? 

    My research revealed that teachers’ seeming failure to achieve global ideals and their fatigue and frustration stemmed mainly from the gap between global ideals and local implicit values as well as the inevitable conflicts and contradictions this gap brings into the socialization sphere. If global imports cause conflict and confusion on a local level, this suggests a need to be wary of and vigilant against the assumption of global ideals as necessary for what is viewed as good, quality education. I’ve seen many instances where teachers and children collaboratively contrive their own indigenized models that are not simple copies of imposed global imports but are, instead, responsive to local community conditions and concerns. However, these models and practices often faltered or faded away due to the perception of globally dominant socialization values and practices as “necessity.”

    My findings urge South Korean early childhood education to pay attention to practices, ideas, and sentiments of local actors (with emphasis on children as crucial local actors). They should consider taken-for-granted local values and habitus as valuable, legitimate sources for creating what is widely understood as good, quality educational practices. I believe this shift in the educational environment would allow teachers to disclose reservations about imported curriculum, openly discuss implicit expectations, and thereby develop feasible, durable, indigenized models and practices that fit local contexts. In turn, teachers like Ms. Choo would not be frustrated by their inability to achieve ostensibly attainable goals, nor would they be pessimistic about teaching. Instead, they could be content to remain in the profession while retaining their initial enthusiasm, sincerity, and goodwill.

    Hyemin Lee: Ideologies and practices about cultivating and fostering a specific type of self stand at the core of the South Korean socialization landscape. As you emphasized, these ideologies of self are a historical and political product born from importing specific strands of Western pedagogies and translating them as “advanced and scientific” (32). At the same time, your chapters and examples demonstrate that everyday practices implicitly entail the so-called old and traditional/Korean socialization values and ideas about self. Perhaps with a brief introduction of your research trajectories, could you tell us how the concept of self, especially the ideologies of self, became central to your research and book? 

    Junehui Ahn: The ideology of self became a central theme of my book through its significance within local contexts as well as within my intellectual trajectory as an anthropologist of children and childhood. In previous research, I studied class-specific features of American selfhood at a Midwestern preschool. Therefore, anthropological studies of self or personhood were in my intellectual toolbox when I entered Somang preschool. Simultaneously, discourses on children’s self-concepts were at the center of demands to reform early childhood socialization practices and ideologies within South Korea. Economic restructuring and globalization during the last few decades demanded global citizens with a broad array of skills; and these new skills, values, and qualities are often discussed under the term/concept of self. Teachers in Somang preschool explicitly stated “raising a child who has a self” as a major socialization goal. In this respect, the concept of self as a central theme of my book partly emerged from its significance in local contexts.

    As my previous work was conducted in a U.S. preschool setting, my book inherently has a cross-cultural component. Thus, when I first began fieldwork for this book, I assumed the term “self” in Somang preschool had identical meaning to the one I encountered in the U.S. Midwestern preschool. The ostensibly similar socialization goals, practices, and even physical environments of both preschools assured my presumption. However, as I discovered, the two had highly different constructs. The self practiced and sought after in Somang, at first, looked much like so-called Western or globalized self because it typically entailed values of creativity, diversity, and self-confidence. However, by the time I left Somang, I saw it as distinctively Korean. My book is a journey to find local meanings of selfhood as (re)constructed by children and teachers and interpret the contradictions, heterogeneities, and dilemmas involved in these processes, using anthropological discussions of self and personhood as analytical tools.

    Hyemin Lee: Your book looks at the South Korean socialization landscape, which constantly interacts with globally circulated socialization ideologies and practices. Because globalization has continued to play a significant role in the South Korean socialization landscape, I assume some new socialization landscapes/scenes have emerged. Have you noticed any changes in educational policies, approaches, curricula, and everyday practices in preschools (including Somang) that assert new or different ideologies of self?

    Junehui Ahn: There have been significant changes in the South Korean socialization landscape since my Somang experience. Back then, the explicit pursuit of global personhood and adoption of Western curriculum (especially child-centered and play-oriented programs) to achieve this end were new to South Korean early childhood education and were features of middle- and upper-middle-class preschools. Somang, located in an affluent Seoul neighborhood, actively embraced new global socialization ideals and introduced what they understood as fancy, Western, global curriculum to parents who were eager to raise a creative, competitive, successful child. Now, ten years later, adoption of play-oriented and child-centered curriculum is no longer special nor class-specific. South Korean parents across classes are familiar with imported curriculums and send their children to preschools implementing these new pedagogies. This shift also resonates with changes to educational policies. In 2019, the Korean Ministry of Education announced national early childhood education curriculum reform that declared “child- and play-centered pedagogy” as its main agenda. Now, all preschools in South Korea are expected to employ this national-level agenda in their pedagogy. Interestingly, upper-middle-class parents are now less interested in sending their kids to child- and play-oriented preschools. Rather, they opt for private English academies called English kindergarten, so their children experience English immersion education as early on. They also send kids to private after school institutes for math, reading, and writing, and so on, where teacher-centered dyadic learning prevails. While these academies are costly, parents willingly pay in order to give their kids a competitive edge.

    Hyemin Lee: One of the many strengths of the book comes from your efforts to “bring voices of the children to the current thinking of socialization and globalization” (19), particularly by showing how children’s agentive participation further shapes teachers’ interpretations and conceptualizations of these global imports. In this respect, I am very interested in hearing more about your research methodologies, positionality, and everyday interactions with children, which led to your findings in Chapter 5. Specifically, I want to know more about your “microhistories” approach. Could you elaborate more on this approach, its significance, and how it led to your findings in Chapter 5?

    Junehui Ahn: My research aimed to bring children’s voices and agencies to the globalizing socialization scene. So, it was essential to gain access to the children’s social world and capture their experiences and perspectives. However, being an adult posed obstacles to this research objective. Children usually see adults in preschool settings as authoritative figures who control their behaviors; therefore, children modify their behaviors and speech when adults approach them. To position myself as an atypical adult, I employed several strategies, including Corsaro’s (1997) “reactive method of field entry.” That is, I entered play areas, sat down, and waited for kids to react to me—the opposite of what most teachers do. Gradually, children began asking me questions and drawing me into their activities, and they eventually defined me as an atypical adult. I also tried to dissociate myself from authority and power typically attributed to adults in classrooms by not participating in activities that signify adult authority or skills, such as initiating play, settling disputes, or directing activity. This allowed me to interact with children in a more egalitarian manner, permitting observation and collection of children’s peer interactions without affecting their nature or flow.

    Microhistory approach was not what I planned from the start, but it emerged during the research process and got its name at the writing stage. As I spent the whole school year in Somang preschool, I could see the ebb and flow of classroom activities and curriculum. Thus, I could observe how particular classroom activity changed through mutual involvement and the interplay of children and teachers. With detailed microhistories of each activity in hand, I could link each case to the larger theme of multidirectionality of learning, which conceptualizes socialization as a process of testing, negotiation, reinvention, and reproduction, wherein both children and adults mutually attune, collaborate, and shape learning experiences. The microhistory approach worked well since I was fortunate to conduct fieldwork shortly after the preschool adopted imported curriculum. As teachers experimented with various aspects of the Reggio curriculum during a formative period, I could observe pedagogical shifts.

    Hyemin Lee: Finally, socialization landscapes and experiences are themes that many readers can relate to, as they have had their own socialization experiences during early childhood (such as preschool), with a possibility of being exposed to different socialization discourses and ideologies that circulate globally. If there is one thing that you would want readers to learn from the case of the South Korean socialization landscape, what would that be? 

    Junehui Ahn: As any author would, I have many thoughts and findings I hope to convey to readers. But, to choose one, I would say reflection. The conflicts, ruptures, and tensions I describe in this book illustrate that what we regard as good, quality education is never ideologically free. I hope this South Korean story provides opportunities for readers to reflect on their own upbringings or socialization practices and view them not as something natural but as always wrapped in the social fabric of power, ideologies, and inequalities.

  • Vincent Pak takes the page 99 test for his dissertation

    December 2nd, 2024

    I wish I could say the 99th page of my dissertation was somehow at least partially
    illuminating about what I tried to say with my doctoral research, but alas. The 99th page
    contains some of the analysis I conducted in my third chapter, but is only briefly indicative of
    the overall argument. The project is concerned with what I have observed as a burgeoning,
    resurgent form of religion-based homophobia in Singapore. This neo-homophobia is conjured
    through the Christian idea of metanoia, which encourages followers to aspire towards
    spiritual transformation. Think of it as a change of mind, but spiritual. The idea is to always
    be in service of the faith.


    By looking at multimodal, narrative, and metapragmatic discourses, I consider how language
    works as a mode of correction for queer individuals. It conveys logics of change and
    transformation through varied discourses that prescribe the same goal: to turn away from
    queerness and towards the normative (whatever form that might take). Most of my data
    comes from these video testimonials produced by a non-denominational Christian
    organization in Singapore, which are not only multimodal in production, but also narratively
    structured in the way the stories are told. I also conducted interviews with queer individuals
    in Singapore who used to or still identify with a religion, which form the metapragmatic talk
    that I analyze for instances of truth-telling – a very Foucauldian approach to looking at my
    data.


    Writing the dissertation has been sobering, not just in terms of my development as a scholar
    but also as someone who is gay but not Christian. The timelessness of queer animus is
    located in its reinvention, and linguistic anthropology has given me a way to make sense of it.
    I now am – and we should all be – more suspicious of any calls for change and
    transformation: what do we leave behind, and where are we headed?


    Pak, Vincent. 2023. “Homecoming: Discursive Metanoia as Homophobia.” Ph.D Diss.,
    Singapore and London: National University of Singapore and King’s College London.

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