Merav Shohet on her book, Silence and Sacrifice

Silence and Sacrifice by Merav Shohet

Interview by Annemarie Samuels

https://www.ucpress.edu/book/9780520379381/silence-and-sacrifice

Annemarie Samuels: When you first started considering doing ethnographic research in Vietnam, what did you want to focus on and how did this focus change during fieldwork?

Merav Shohet: I’ll be honest, I didn’t come to the study of “silence and sacrifice” directly. I first wanted to study trauma and memory, thinking that Vietnam’s civil and anticolonial war would take center stage for people. I also considered studying Vietnam’s high rates of abortion in light of its two-child family planning policy. But the more I studied Vietnamese, including the literature, memoirs, and films that came with studying language, the more the term “sacrifice” (hy sinh) caught my attention. I was always hearing or reading about it, and so became curious what hy sinh signified for people and why it was so often brought up. At the same time, I remained curious about silences surrounding memories of war, bereavement, Vietnam’s economic transitions, and sacrifice itself in the everyday, since the latter is such a familiar (often guilt-tripping) trope in the Jewish homes I was familiar with.

I found myself drawn to Đà Nẵng because of its history: this was where American troops first landed, and where so many families were split even earlier, some going north to join the Communist Revolution while others remained in place. Many emigres were deployed in Quảng Nam to liberate the South from American occupation, leaving civilian loved ones in Hanoi also exposed to American raids. They returned victorious after the wars, rejoining kin in coastal central Vietnam. I was intrigued by these reunifications, and wondered whether, how, and why they were sustained, and what role tình cảm, which I constantly heard invoked, played here.

The questions that guided my research revolved around how kinship, sacrifice, and tình cảm figure in people’s lives. Who belongs as family? If unity was even desirable, how was it achieved across so many rifts? I was especially puzzled by how people who had so recently been at war—against foreign occupation and invasion, but also against one another—seemed to have buried the past and “moved on” with the simple statement, xông rồi (it’s done). How did it come about that in so many families where brothers, sisters, and cousins had fought on opposing sides, they now appeared happy to eat and celebrate and work together? What accounted for this seemingly facile unity when I was used to rancor toward foes? How did they possibly narrate, and seem to truly believe in linear continuity with the past, given Vietnam’s many ruptures, including colonial occupation, revolution, and now the precipitous transition from communism to late socialist capitalism? What helped bind people together, and where were the fissures?

Also, I think because I’ve always been interested in language and food and emotion, I wanted to understand their roles in producing seeming continuity and tamping down conflict. That’s why I studied the micro dynamics of everyday eating, speaking, and affective norms, rather than focus on so-called big issues like religion, formal education, or politics and state ideology. I did this by combining the methods of linguistic and psychological anthropology, adopting the lens of language socialization to learn how children are raised and become subjectified, along with adults, to sacrifice and display tình cảm. Every 4-6 weeks, I filmed households in their everyday and ritual activities, in addition to engaging in constant participant observation (where I found that ritual pervades the everyday, in the Goffmanian as well as Geertzian senses). To further contextualize my observations and understand more about people’s psychic lives—which I saw as intersubjective rather than strictly internal—I also interviewed multiple family members repeatedly throughout the year, learning of their ongoing concerns as they unfolded over time, contextualized by their relatives’ remarks and interactions. These all brought me to the focus on silence and everyday sacrifice.

Annemarie Samuels: In your book you offer a novel understanding of the concept of sacrifice by showing how it is situated in the everyday. How did you come to understand everyday sacrifice in Vietnam? And what role does silence play in the act of sacrifice?

Merav Shohet: It’s funny, because when I first learned hy sinh translates to sacrifice, I thought of it as parallel to the terms and usages in English and other Indo-European and Semitic languages, where sacrifice is associated with bloodshed, real or symbolic, on the religious altar, as a ritual act of slaughter and offering, or in battle. This is how sacrifice has been theorized in anthropology. When I’ve presented about sacrifice in the everyday and as an ordinary practice of moral care, I’ve sometimes gotten pushback, that this is not the real meaning of sacrifice, or that hy sinh isn’t really sacrifice. I want to push back against such critiques, because in Vietnam, hy sinh does not signify ritual slaughter, but it certainly is equated with patriotic death in war; and despite state efforts to cement the connection between the term and patriotic death, people also continually talk about their parents’—and especially mothers’—sacrifices for them. In many popular representations, and in everyday speech, daughters and sons, poets, novelists, and journalists extoll (their) mothers as virtuous for giving them life (sinh) and continually suffering on loved ones’ behalf.  

I should note that in what we think of as the West, too, sacrifice has this everyday connotation, even if it’s muted in our theories. This is part of why I set out to study sacrifice in the everyday among families, to expand how we think about sacrifice in relation to ethics and sociality. Still, despite several pilot research trips prior to the long-term dissertation project, I had not realized that outside of interviews, sacrifice is relatively silent. People typically do not call attention to their own sacrifices for others. They strive to suffer in silence for the benefit of others, and for an act to count as a sacrifice—whether it’s skipping a meal, disciplining one’s feelings/body, foregoing education, love, health, or even life for the sake of someone dear—there need to be others to notice and talk about it. As in the classic anthropological sense, sacrifice is always a multi-party, intersubjective moral affair.

The silence of sacrifice is not only about who is authorized to speak about or make a spectacle of it (that is, not the person sacrificing). It’s also about the moral weight attributed to suffering or taking on hardship in silence, and retrospectively keeping silent about one’s acts of sacrifice, while cultivating a disposition to embrace silent sacrifice in the first place. In daily life, the term sacrifice is not used much, but the ethical orientation associated with it is developed through communicative and other practices. These instill the sense that mutual, but unequal social obligations between kin and other intimates are natural, ethical, expected, and necessary: discipline and small or large acts of suffering for the benefit of others are to be embraced in silence and with a smile, without resentment. This begins already in toddlerhood, with routine modes of attending to those around you, for example by greeting them according to their (fictive kin) relationship to you, using the correct body posture and reference and address terms. And this disposition to sacrifice continues to be cultivated throughout life. It’s accomplished not by proclaiming something like, “I am teaching you to sacrifice” or “you are learning to sacrifice” or “you should sacrifice more,” but by enacting sacrifice through showing tình cảm, displaying respect to those above oneself and yielding to those below. It includes tending to the ancestors regularly, by maintaining their altar and celebrating their death anniversary and other occasions, which often take quite a bit of material resources and efforts that bind the generations in long-term, ideally loving, debt relations.

I should note that sacrifice and the silences involved in it are gendered and engendering. In Vietnam’s hetero- and cis-normative social milieu, men’s public recognition and praise of women’s sacrifices interpellate and pressure them into the silent sacrifice role deemed to embody feminine virtue. There are also far greater expectations of women than of men to discipline their bodies and desires and forgo benefits and pleasures for the sake of others, especially their children, husband, and elders. Women often participate in these acts of disciplining one another, in part by censuring each other for lacking “tình cảm” if there is any hint of them being less than enthusiastic about giving generously and taking on responsibilities willingly, while praising men more for doing much less. In effect, it is people’s, and especially women’s continual striving to display tình cảm and undertake suffering silently for intimates, without complaint or dissent, that helps bind families together by preserving and narrating as virtuous and mutually beneficial the hierarchies of kinship, gender, and class.  

Annemarie Samuels: Despite tremendous yet subtle everyday efforts to keep families together, you show how sometimes people encounter the limits of love. One of the themes in your book is the friction that the demands of sacrifice may bring. Could you say a bit about the limits of tình cảm (love, care) and how people navigate these limits?

Merav Shohet: Yes, so in the previous question I may have made it sound like there is a closed system of hierarchy and reciprocity that guarantees harmonious relations, as though the different orders of hierarchy neither intersect nor conflict. The expectation/idealization is that intimates, especially those considered kin, will always feel and display tình cảm toward one another, by wanting to help and generously give when others are in need, as well as anticipate each other’s desires and provide for them through acts of care motivated by love. It could be easy enough to posit this structuralist framework and stop there, but this would be ethnographically dishonest. Relations do get messy, and not just when ethical principles come into conflict. Sacrifice and tình cảm are dynamic, not static, and people’s positionalities shift in relation to who they are interacting with and in what contexts. This means that what may look like love from some vantage points may be judged inadequate and even hurtful from another perspective.

In this respect, my ethnography is not unique to Vietnam. It points to systemic gender, class, and age inequities that we see across many contexts. In Vietnam, but likely elsewhere as well, the idealization of asymmetrical reciprocity through the valorization of (silent) sacrifice, together with the ways in which it unfolds in practice, helps explain how a status quo of inequality is often maintained, not just through relations of power and exploitation, but also through the collusion of those who love/care. One of the major ways that people navigate the troubled waters of tình cảm and the ways that women, especially, are burdened with the mandate to show tình cảm is through narrative. In telling and enacting stories in interactions with one another, people make moral claims on each other. Attending to the ways in which these stories unfold helps illuminate the ways that love and care are not so innocent and can hurt as well as help those involved. In the monograph, I recount participants’ stories of care and the conflicts embedded within them, to show how kin grapple with the limits of love or tình cảm through narrative as well as ritual acts and occasions, where people and principles come in contact, and often friction, with one another.   

Annemarie Samuels: These moments of friction may be recognized through what you call “sideshadowing narratives”, right?

Merav Shohet: Yes, so sideshadowing is a somewhat obscure term, and yet quite generative, I think, for describing those experiences when people consider multiple perspectives and possibilities, rather than stick to just one unitary and consistent way of understanding their lifeworlds. We witness how ethics unfold in ordinary life by attending to both the content and the structure and grammar of stories, as these clue us in to people’s entanglements, shifting or consistent affective and moral stances, and thus their evaluations of their own and others’ actions, thoughts, and feelings. In the face of war, reconciliation, and political-economic transformations, life was full of contradictions, moral ambiguities, and personal ambivalences.

People’s narratives, which constitute (rather than merely reflect) their experiences, likewise were not always linear and hermetic structures with a clear beginning, middle, and end, a clear resolution of events, and a clear moral stance about those involved. People did often formulate foreshadowing and backshadowing narratives, which rely on hindsight to see events in the past as foretelling and determining what is yet to come, and judging protagonists accordingly. They did so to minimize confusion, ambivalence, or uncertainty, positing the present and future as direct outcomes of the past. But other times, people left the future more open-ended, and regarded the past and present as also laden with alternate possibilities. Their sideshadowing narrations juxtaposed incommensurate realities, considered paths not taken, and contemplated what might have been or still could be, had acts and circumstances been (interpreted and) responded to in different ways. A bit more encompassing than “subjunctive narratives,” which leave events and possibilities open-ended, sideshadowing narrations rendered not just the future, but also the past open to alternative ways of unfolding, allowing me to hear silences embedded in characters’ oftentimes not fully articulated conflictual relations and frictions surrounding love and sacrifice.

Annemarie Samuels: You use the method of family-centered ethnography. What does this method add to person-centered ethnography? And how may this method help us to find out how people think of family in the first place?

Merav Shohet: This is another great question, thank you. As I noted earlier, the research drew on multiple methods. Language-centered methodologies allowed me to gain insight about the ways in which people’s affects, desires, values, actions, and so forth are mediated and constituted through embodied, communicative interactions, as well as their material environments and historical contexts. Person-centered interviews, which involve multiple, open-ended discussions with participants over a period of months, help get a sense of people’s subjective worlds, as these unfold and change over time. A family-centered ethnography extends this lens to consider not just how individuals navigate their internal and external worlds, but how it is through their situatedness within historical and social contexts, including the kin group, that ethical lives are constructed in interactions (real or imagined) with intimates and other relatives, and in relation to a past that stretches beyond individuals’ personal lives.

Quite a bit of ink has been spilled on kinship and relatedness, and I would never claim that I have an authoritative approach to the study of families. With the advent of reproductive technologies, anthropologists have moved away from thinking of families simply in terms of ‘blood’ and ‘marriage,’ or as bastions of social solidarity and harmony. More recently, anthropologists have theorized families both as the locus of care absent in institutional settings, and as sources of conflict that, along with structural inequalities under neoliberal capitalism, may be the root of social and moral breakdown. I draw on all these perspectives to denaturalize categories like the family and recognize the ways it sometimes stretches relatedness, while other times its bounds are constricted and made exclusive. In short, what family even means and to whom remains in doubt, along with how belonging is achieved, who counts as a member, of what configuration, in what context, and on what grounds.  

As an ethnographer, I was continually confronted with the problem of which set of perspectives and ethical aspirations to privilege, since often there are disagreements within the group, and even in the way a single character narrates these in different contexts. What counted as moral care in some circumstances or from some perspectives could alternately be seen as a form of discipline, violence, abandonment, or exclusion. Rather than privilege individual or unitary perspectives, I found myself attending to the plurality of voices within families, as well as to the entangled disagreements, inconsistences, contradictions, and ambivalences that people articulated (in what I discussed earlier as sideshadowing narratives). This approach allowed me to highlight members’ ethical reasoning and moral sentiments revealed in the grammar of micro- and macro-narratives, all the while refusing to reduce ethnographic insights to reductive categories of what constitutes kinship. A family-centered ethnography that closely examines social situations from the perspectives of the different stakeholders involved, without assuming their unity or conformity, I think, offers insights about care, morality, and ethics, as well as the ways that gender, class, age, political, and other hierarchies crosscut one another, patterning life in complicated and often messy and contentious ways. It reinforces, finally, the feminist insight that public ethics are to be found in the after-all-not-so-private domain of families’ always political home lives.

Shannon Ward takes the page 99 test

My dissertation, Learning Language, Transforming Knowledge: Language Socialization in Amdo, Tibet, examines young children’s social and linguistic development in China’s western borderlands. Based on fifteen months of language socialization research with infants and children aged three months to seven years old, Learning Language, Transforming Knowledge demonstrates the persistence of place-based linguistic diversity amidst rapid urbanization and the associated rise of standard language ideologies.

My dissertation “passes” Ford Madox Ford’s test because the ethnographic examples described on page 99 situate my research within broader anthropological discussions about cultural reproduction amidst linguistic change. In Amdo, kinship relationships and spiritual connections to the homeland constitute diverse mother tongues as indexes of place-based belonging. Despite an overt ideological emphasis on language standardization in greater Tibet and western China, Amdo children continue to acquire their family’s mother tongue (Tib. yul skad) as their first language.

Page ninety-nine summarizes place-making practices in young children’s play. These play routines emplace the yul skad in the village homeland and, at the same time, allow children to innovate in the yul skad. From the time they are mobile, children spend their days in groups of related peers, moving throughout the expanded space of the village. Children use movement alongside verbal interaction to embody a form of place-based belonging that is simultaneously social and spiritual. For example, in the peer group, “children invoke skora, or circular movement, in multiple spatial frameworks. Daily play at the mani khang [local temple]…unfolds alongside adults’ circumambulation…While adults perform skora, children mirror their movements through games, including hide and seek (Amdo: bi-ʱtsʰe, [a code-mixed word whose first syllable is borrowed] from the Chinese verb 蔽 [bi, ‘to conceal’])” (Ward 2019: 99). Through games such as bi-ʱtsʰe, children solidify their peer relationships by iconically reproducing spiritual practices linked to the village homeland. At the same time, they use their multilingual verbal repertoires to develop unique ways of speaking among the village peer group. Through this play routine, children therefore reconstitute affective ties between the mother tongue, the kin-based peer group, and the spiritual center of the village homeland.

Shannon Mary Ward. 2019. Learning Language, Transforming Knowledge: Language Socialization in Amdo, Tibet. New York University, Phd.

Perry Gilmore on her new book, Kisisi

Kisisi Cover

Press link: http://www.wiley.com/WileyCDA/WileyTitle/productCd-1119101573,subjectCd-AN43.html

Kisisi was published in cloth, paperback, and e-editions by Wiley Blackwell in 2016

Interview by Alma Gottlieb

reposted from her website: http://almagottlieb.com/2017/05/interview-with-perry-gilmore-about-kisisi-our-language-the-story-of-colin-and-sadiki/

Kisisi (Our Language): The Story of Colin and Sadiki chronicles a charming and, indeed, remarkable friendship that developed between two five-year-old boys—one (Sadiki), the son of a traditionally pastoralist Samburu family in Kenya working as a wage laborer for wealthy British landowners; the other (Colin), the son of a white American couple of means, both students, living in Kenya for 15 months of graduate research.

When they first met, the age-mate boys found themselves drawn to one another . . . but frustrated by their lack of a common language. Slowly, they developed their own language (dubbed “Kisisi” by Colin’s mother, Perry Gilmore), combining bits and pieces of Swahili and English into a constantly-evolving pidgin that they, alone, understood. Narrating the development of this unique pidgin, the book combines the engagingly personal voice of a proud and loving mom with the sharp observer’s eye of a trained anthropological linguist.

Renowned linguist, Deborah Tannen, has this to say about the book:

It’s part linguistic analysis, part gripping story of culture contact, part deeply moving memorial to a life tragically cut short. This book will fascinate anyone interested in language, children, or human experience.

The 136-page book has five chapters, and Gilmore writes like a dream. Once you start it, I dare you to put it down.

You can find a link to a sample chapter here (“Uweryumachini!: A Language Discovered”):

If you’d like to request an exam copy for a course you teach, follow this link.

You can find Perry Gilmore’s contact information here.

I recently interviewed Perry Gilmore online about the book. Here’s what she had to say (AG = Alma Gottlieb; PG = Perry Gilmore):

PG portrait

Perry Gilmore

 

AG: In the Prologue, you write of Colin and Sadiki:

[T]heir invented language helped them construct new identities and resist, transgress, and transform the marked postcolonial borders and harsh inequities of economics, race and culture that engulfed them and dominated the social power relationships and language ideologies that engaged all aspects of their daily lives (xvi).

As such, you call the book

a human story of irrepressible expressive creativity and the politics of language and oppression . . . an ethnographic exploration of young children’s critical and resilient discursive agency in their innocent yet effective quest for language equality and a place for their friendship on the rigid borders of their vastly different language and cultural worlds (p. xix).

Similarly, in the final chapter, you write:

“the children’s language . . . [created] opportunities for them to cross deeply entrenched colonial borders as effective change agents and as an official effective language policy makers” (p. 95).

Those are impressive claims. How would you respond to skeptics who might doubt the ability of five-year-old children to disrupt the intertwined and entrenched legacies of colonial domination and racism in East Africa?

Colin and Sadiki Planning a Pretend Hunt

Sadiki (left) and Colin (right) planning a pretend-hunt

PG: I agree that these are impressive claims! But I am convinced that they are reasonable and accurate insights about the social dynamics that Colin and Sadiki’s border-crossing friendship generated – for them and for those around them.

In the early pages of my book, I express the hope Colin and Sadiki’s story will be able to amaze the reader. The boys’ story urges us to look more closely and see all children with a little more awe, wonder, and respect.

I, myself, was almost incredulous when I first discovered that, before two months, the children were communicating non-stop and with great facility in a Swahili- sounding language that only the two of them understood. My own shock, disbelief, and curiosity prompted me to record their language carefully and document the full range of their social interactions. In 1975, when these events occurred, I, myself, was doubtful that Colin and Sadiki – at only five years of age – could actually be displaying such creative linguistic virtuosity, strong agentive social roles, and active resistance to the existing language ideologies and conventions that surrounded them.

Having been an elementary school teacher for six years, a language and literacy curriculum developer for school-age children, and a graduate student in developmental psychology with a focus on language acquisition, I had a strong background in child development and behavior. All that I had ever read about children and about language at that time completely defied what I was witnessing.

In Kisisi, I present what I hope is a range of convincing contextualized behavioral evidence to demonstrate not only the children’s language virtuosity but also their effective and impactful social agency. No doubt, some might be skeptical about the ability of two five-year-olds to interrupt an entrenched and oppressive colonial order. I, myself, initially struggled with these more speculative ethnographic insights. For example, I could answer questions about “what” they were speaking with empirical linguistic descriptions that identified specific lexical innovations and new syntactic constructions. I could answer questions about “how” they constructed meaning and negotiated shared information in an empirically detailed discourse analysis that, line-by-line, examined their turn-taking utterances. However, to answer questions about “why” they chose to invent and continue to use their own private pidgin language instead of the Up-Country Swahili that they were expected to use, I used an ethnographic analysis that is necessarily more exploratory in nature and more interpretive in identifying underlying meanings.

A skeptic – or any reader, for that matter – could, and probably should, question my ethnographic interpretations about the children’s resilient and transformative agency. It was my task in the book to provide enough of their story to convincingly demonstrate their effective resistance in a rich description. I hope I accomplished that. As with all ethnographic work, however, I did not and cannot “prove” my analysis; instead, I explore its underlying meanings.

The case of the boys’ friendship, and the ephemeral invented language that helped create and sustain it, presents a provocative extreme along a continuum of possibilities in examining language choices and behaviors in social practice. The example also provides a lens for understanding how young members of language communities use and think about language – how they clearly exercise language choice, change, and possibility.

It is only in recent years, especially in the new and growing field of the anthropology of childhood, that children’s agentive behavior and early language ideologies have been recognized and explored. In earlier anthropological studies, children had generally been seen as the recipients of generational cultural transmission, rather than seen as contributors toand co-constructors of their own worlds. The role of children as language innovators and de facto language policy makers has been largely understudied, undocumented, and even ignored. This case of language invention provides documentation of children’s language creativity; gives insight into the agentive roles of children as language innovators in multilingual contact situations; and sheds new light on questions of language genesis, change, shift, and maintenance.

Even two-year-olds make their own decisions about language choice in multilingual settings. For example, in my Indigenous language work in Alaska, I saw young Yu’pik mothers in tears when their two-year-olds could understand everything their mothers said to them in Yu’pik, but would only answer in English. Somehow, much to the pain of their families, these very young language learners had made their own decision to choose the dominant English language over their Alaska Native heritage language. Examples like these are widespread and clearly demonstrate that very young children can and do resist existing language ideologies and exercise their own language choices.

Colin and Sadiki’s isolated and remote rural situation contributed to their more extreme language innovation, collaborative language choices, and social practices. I have argued that the children, by choosing to sustain, expand, and develop their own private language, resisted the dominant language ideologies that represented the hegemonic, racialized, post-colonial order of newly independent Kenya. Their public uses of their private language made a symbolic statement about what I describe as their “cultural critique” of an oppressive regime in which their own cross-racial friendship was considered by many as a violation of social norms. The boys refused to docilely participate in the existing colonial order and rejected the Up-Country Swahili language that was designated to keep that order in place. They resisted being socialized into a language ideology they rejected, and instead created a new language ideology that allowed a safe and celebrated space for their friendship. Sadiki and Colin used their language to deconstruct a colonial culture of fear and silence and reconstructed their own counter-culture of courage and voice.

Their resistance and language ideologies may not have been articulated with theoretical vocabulary, but they were boldly enacted. The boys did not resist through anger or aggression. Instead their effective, border-crossing agency was accomplished through loving verbal art and play. Their joy-filled language practices challenged the oppressive colonial culture that surrounded them, identifying them as a distinct and separate speech community that valorized its own social justice values and allowed a space for their treasured border-crossing friendship.

Colin & Sadiki-Proud Pretend Hunters

Colin (left) and Sadiki (right)–proud pretend-hunters

AG: What a persuasive response! I dare a reader to remain unconvinced. . .

In the book, you point out that, until recently, scholars of language overlooked children’s linguistic experiences as unimportant. How does your book contribute to developing scholarship about children’s language practices? Does what you observed about the development of Kisisi suggest anything about the origins of our species’ linguistic abilities?

PG: For centuries, speculations about the origins of human language and the genesis of new languages have presented daunting questions for philosophers, language experts, historians, and scientists. These questions had always fascinated me. My primary reason for being in Kenya in the first place was to study baboon communication. This type of ethological fieldwork was in part driven by a fascination for primate studies and its potential for illuminating the origin of language in the human species. The study of nonhuman primates in their natural habitat was a relatively new research practice at that time. Naturalistic, long-term primate studies promised to be a valuable source of information concerning possible models of early hominid behavior and communication. I had no way of predicting that it would be my son’s unplanned and serendipitous close friendship with his Samburu neighbor that would offer me an even more provocative language origin story!

Ethnographic studies of young children’s language socialization were just beginning to emerge as an area of interest and significance. In striking contrast to earlier widespread Piagetian language studies, which characterized children as developmentally egocentric and incapable of modifying their speech for an interlocutor, newer observational studies showed strong socio-centric abilities of very young children and even babies. For example, Elinor Ochs (1977) demonstrated that her infant twins were able to take conversational turns and repeat each other’s pre-linguistic babbling utterances. These findings in the late ‘70s defied the long-held Piagetian claims of egocentrism. Of course, Ochs’ work had not yet been written or published when I witnessed Colin and Sadiki’s socio-centric language invention.

The infamous “forbidden experiments” recounted by Herodotus and others, the failed and poignant attempts to teach feral children to speak (e.g., Itard’s Wild Child, and the case of Genie), questionable research proposals designed to create a new pidgin language by isolating speakers of different languages on a small island (e.g., Derek Bickerton), the study of a new sign language created by deaf children in Nicaraguatwin languages – all these cases were seen to hold the promise of finding the secrets of language origins and genesis. The study of pidgin and creole languages has similarly been seen as a fascinating place to see language develop and change over time.

The study of Colin and Sadiki’s language adds to this literature in captivating ways. It is a rare, first-hand account of an emerging language-in-the-making. Most of the examples of “new languages” are anecdotal and discovered after the fact. I was in an unusual situation whereby I could document the boys’ language practices as they occurred over time. Invaluable also was the benefit of seeing all of their behavior in social context. The ethnographic details of their situated everyday language practices were unique compared to other studies. These ethnographic data allowed for a more “emic” interpretation of the functions, uses, and meanings of their communication in context. This “ethnography of communication” approach enabled me to describe the children as members of a vibrant (if tiny) “speech community” who used their new language for specific purposes and in specific situations. I did not simply provide a structural description of their “language” in a vacuum but in the context of their complex, multilingual social life.

What can Colin and Sadiki teach us all about human language and about children’s language? One reviewer, a linguist and pidgin/creole scholar, has commented that Kisisi “shows that two five-six year old children can create a new grammatical system” and it “can happen fast.” I suggest that the boys can teach us many things about children and language. What seemed to me at first to be a small and simple story of two children inventing a language turned out to be a story that was complex, nuanced, and multilayered. Their experiences raise many profound questions causing us to rethink common assumptions about children and about language. Their “not-so-simple” story provides provocative insights about some very big ideas concerning language origins, children’s innovative language competencies, and the significant role of play and verbal art in language genesis. Their experience provides compelling evidence concerning the agentive roles that very young children can exercise in language and culture resistance, choice, and change.

Sadiki and Colin’s language began in response to a pragmatic need to understand each other in order to be playmates and friends. Their early genesis of an original, simplified Swahili pidgin served that immediate function, facilitating their play and budding friendship. As time went on and their close bonds deepened – even as they had learned and used other local languages – they continued to use and expand Kisisi, its linguistic form and structure, and its semiotic functions. It was fun. It was secret. It was theirs. It was an artistic verbal spectacle that surprised and captivated unsuspecting audiences. Their new language bonded them as much as it reflected their bonds. They created a secret language with a public function. Through their language use, they carved a new, exclusive, and symbolically resonant space, a separate universe for their controversial friendship.

Their experience taught me that we scholars of childhood need to view all children’s language, in its many complex forms, as inevitably intertwined with the lives and meanings of the children who use it.

Colin & Sadiki Closing the Paddock Gate

Colin (left) and Sadiki (right) closing the paddock gate

AG: You lived in Kenya, where the events described in this book occurred, some 40+ years ago. Some people might think that the data are too old to be relevant; others might think you’ve forgotten too much by now to write accurately about the events. Can you talk about the advantages of waiting so long to write about past events?

PG: Producing what Johannes Fabian would describe as a “late ethnography” that (re)presents and interprets historically situated events and practices, I have written this account forty years after I experienced it. I had deliberately accumulated a substantial archive during my time on Kekopey Ranch in Gilgil, Kenya. Like so many who had come before me, I intended to write a book about my time in Africa–although I originally thought my book might be about my life with the baboons I was studying. With that in mind, I was very meticulous about keeping lengthy journals and records. I also kept carbon copies of all the letters I wrote to friends and family back home. And I kept copies of the audio cassette voice letters we regularly sent back and forth to the States. Those voice letters included rich descriptions of our activities and environment, as well as many instances where Sadiki and Colin told jokes, recounted events, and sang songs for Colin’s grandmother, other relatives, and close friends. Because I was fascinated with their new language, I made regular tape recordings of Sadiki and Colin’s language interactions in a range of contexts and kept detailed notes about and translations of their developing language.

At the time, I was a professional writer for a nationally funded educational laboratory, Research for Better Schools, Inc. (RBS). I was on leave to do the baboon research but was able to do freelance writing for RBS drawing on my Kenya experiences. I mostly wrote children’s poetry and short stories for an anthology for a reading and literature curriculum we had been developing. (I had a wonderful supervisor at RBS who arranged for me to continue as a long distance writer on our project. This was amazing since it was long before fax machines, e-mails, Skype and scans! The international packages took six to eight weeks to arrive at their destinations.) I did this writing for the entire time I was in the field. The poetry and stories I wrote were largely focused on the boys and necessarily captured many subtle details and evocative descriptions of their daily life events.

The letters, journals, notes, recordings, and RBS writings all provided an extremely rich archive for me to draw on, decades later. Even forty years on, the accounts seem vibrant and vivid, and the now-digitized recordings bring the children’s giggling voices right into the room. I also maintained a growing library of local books, newspapers, documents, and articles that captured the local colonial life of the period. Furthermore, I drew on the parallel memories of many colleagues, friends, and Sadiki and his family, who lived with us in Kenya at the time. Many of them were kind enough to read early drafts of the book and/or talk with me about these past times and events.

You ask about the advantages of waiting to write about past events. One of the most exciting advantages of writing the book now is that over these decades, the field has grown so rich theoretically, and that has allowed me a range of theories, concepts, and language to work with that did not exist before. When I was first examining their behaviors, we didn’t really have the theoretical frameworks or the critical language to fully describe or understand what the boys were doing. Post-colonial studies, critical ethnography, language socialization, power and hegemony, decolonizing methodologies, agency, resistance and language ideologies didn’t yet exist as areas of study. I was better able to capture all aspects of their profound and complex story by relying more heavily on more recently developed ideas as central issues in telling their story. It was as if the field finally caught up to the boys!

AG: Ha, yes. We sometimes talk about scholars being “ahead of their time.” In this case, two five-year-olds proved “ahead of the scholars’ time”!

In that regard, in the Epilogue, you suggest that Kisisi offers pedagogical implications for language learning (including bilingual education) that could prove useful to teachers of students at various levels and in various contexts. Can you share some specific ideas you might have along those lines?

PG: Ethnographic inquiry about children’s language practices can inform and often enlighten educators. Ethnography can expose children’s language competencies that hide in plain sight, often unnoticed and unimagined. Kisisi can provide one ethnographic account of young children’s competencies that might help teachers look at their own students differently. Teachers might be encouraged to use an ethnographic lens in their own daily pedagogy. An ethnographic eye can reveal otherwise unseen or unrecognized competencies. Ethnographies like Kisisi can present strong counter-narratives to a dominant, destructive, deficit discourse that unfortunately persists in many educational settings. In a time when deficit arguments continue to hang heavy in US educational circles – fueled, for example, by the so-called “30 million word gap” research (Hart and Risley 1995, 2003), which falsely argues that low-income children in the U.S. at three years of age have been exposed to millions of fewer words than have been their wealthy counterparts – it’s a good time for teachers to use an ethnographic eye to confront the unequal power arrangements that obscure the potential linguistic talent, virtuosity, and strength we need to recognize and nurture in all children. By paying close attention and documenting children’s everyday talk, teachers can identify competencies and start to work from from a resource-rich stance rather than a deficit bias. All students come to schools with naturally creative and flexible multilingual and translanguaging capabilities. Colin and Sadiki are not unique. They demonstrate the fluid language abilities that all children are capable of. What is needed is a safe and respectful space to use language(s) in ways that enhance rather than threaten children’s identities and ideologies. When teachers create those meaningful contexts, language learning and use will flourish.

AG: Speaking of which . . . President Trump began his presidency with an executive order founded in deep suspicion of immigrants and refugees. Your book seems founded in the opposite aim: the urge to find the common humanity linking young children from radically different cultural traditions, historical contexts, economic resources, and life options. Have you had any reactions to your book from readers who might have approached it from something closer to Pres. Trump’s position of skepticism? More broadly, do you think your book, and others like it, can make inroads among those who hold deep convictions about the unbridgeable divides separating people via discourses of “otherness”?

PG: In an era of division, I have had very positive responses to Colin and Sadiki’s story. I believe the boys touch a place of hope and optimism in the hearts of those who have read the book. In this Trump era, Sadiki and Colin’s story reinforces a vision of building bridges, not walls. I think it sparks a yearning for deeper human connections with the “other.”
Colin and Sadiki Running in the Tall Grass w Perry Gilmore

Perry Gilmore, Colin and Sadiki walking through tall grasses

AG: Who do you hope will read this book—among scholars/students, policy makers/politicians, and the general public? What’s your fantasy for the impact that this book could have, if it were read by the right people?

PG: I hope a wide array of people will read the book. The two boys offer us a beautiful lesson in humanity. Love and play are at the heart of their creative language virtuosity and their healing, social justice transformations. I hope those who read the book will forever after watch all children with more awe and wonder! Linguists, anthropologist, educators, policy makers, and the general public can all find something in the book for them. The boys have left us a unique gift – a rare language legacy; and a human story of irrepressible expressive creativity and resilience in challenging the politics of language and oppression.

And, finally, I wrote this book as a memorial tribute to my son, Colin Gilmore, whose life was cut short by a drunk driver when he was only 18 years old. One clear hope of mine is that readers will remember Colin and the courageous and loving lessons he and his dear friend, Sadiki, left us.