No abstract

Transnational adoption is a global movement of children across borders to new permanent and irreversible legal relationships. It is a circulation that involves social, economic, cultural and political relations marked by geographies of inequalities of power on a global scale. Many of these circulations have been shrouded by illicit practices which mean the violation of child rights. This special issue of the journal Childhood examines individual, social and political narratives on illicit processes surrounding this practice. Drawing from social and political sciences research, the contributors of this collection show the contradiction between ‘silences’ around certain practices in some societies, while in others ‘truth recovery’ has been central to the transition towards democracy. The authors raise concerns about policies and practices that complicate the interests and rights of individual actors.

This theoretical article reflects on a recent development in adult literacy studies: transnational adoptees relearning their heritage languages. Literacy and adoption scholars have studied the replacement of the heritage language with a second language and reported it as a permanent loss. Returning to the country of origin, return adoptees challenge such notion by relearning the heritage language as part of their homecoming. We explore how this heritage language relearning could be seen as a renegotiation of the language hierarchies between the adoptive community and the community of origin of languages in the relationship between the adoptive region and the region of origin. Building on Gayatri Chakrabarty Spivak’s “Enabling Violation” concept, we deploy a postcolonial perspective on understanding heritage language relearning in transnational adoptees. We discuss how language relearning can challenge and reproduce the asymmetrical relation between adoptees’ position in the Global North and their first families in the Global South. We argue that heritage language relearning can open the door for adoptees to engage with transnational literacy, carving out global learning trajectories and reconnecting their adoptive and first world. The last section of this article discusses adoption organisations’ dialectic response to this shift by partaking in the organisation of heritage language classes for adoptees. We argue that adult education centres and literacy educators can play a pivotal role in further institutionalising these heritage language classes for transnational adoptees.