Contesting Metronormativity: Exploring Indigenous Language Dynamism Across the Urban-Rural Divide

May, Stephen

doi:10.1080/15348458.2014.939036

Cited by 17 publications

(8 citation statements)

References 40 publications

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“…This is an artifact of an increased focus on changing patterns of migration and transmigration that arose out of Vertovec's original sociological study of superdiversity in London. However, it also betrays an ethnocentric and ahistorical view of multilingualism, as well as what I have elsewhere described as a tendency to metronormativity (May, 2014c). Let me briefly discuss each of these in turn.…”

Section: Historicity and Ethnocentrismmentioning

confidence: 90%

“…In this brave new world, multilingual urban repertoires are constructed as dynamic and cosmopolitan, while supposedly local, often rural, language varieties—particularly indigenous language varieties—are dismissed as static and ossified (see, e.g., Edwards, ; Makoni, ). This is an unnecessary, as well as a historically inaccurate, bifurcation (May, ).…”

Section: Historicity and Ethnocentrismmentioning

confidence: 99%

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Negotiating the Multilingual Turn in SLA

May

2019

The Modern Language Journal

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Section: Historicity and Ethnocentrismmentioning

confidence: 90%

Section: Historicity and Ethnocentrismmentioning

confidence: 99%

Negotiating the Multilingual Turn in SLA

May

2019

The Modern Language Journal

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“…Social media have intensified this capacity to bridge the urban-rural divide. Recognition of mobility and connectivity, and their capacity to blur the urban-rural divide, has resulted in a call to resist “metronormativity”—the centering of the city as the norm—in the study of contemporary Indigenous people (May, 2014).…”

Section: Literature On Indigenous People and Urbanizationmentioning

confidence: 99%

Urbanizing Minority Minzu in the PRC: Insights from the Literature on Settler Colonialism

Wang

Roche

2021

Modern China

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This article provides a synthesis and critical review of the literature on urban minority minzu 民族 in the People’s Republic of China (PRC). The vast majority of the Chinese-language literature on minorities in cities adopts a state-centric view through the lens of stability and integration, focusing on how minorities can adapt to urban life for the purpose of creating a “harmonized” society. This statist narrative not only denies the subjectivity of minorities in the city but also constrains the understandings of the dynamics of urban indigeneity. In this article, we draw on the literature of urban Indigenous peoples in settler colonial contexts to suggest new ways of examining the urban experience of minority minzu in the PRC. We suggest that this literature provides useful insights that help center the subjectivities and agency of Indigenous people in the PRC’s cities. Literature on urban minorities in the PRC can be expanded by engaging with the Indigenous urbanization literature to include coverage of three topics: representation (how minority people are shown as belonging to the city), mobilization (the use of urban space by minority people to pursue social, cultural, and political projects), and mobility (movement and interconnectedness between rural homelands and the city).

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“…(Meissner & Vertovec, 2015, p. 542) Contemporary migration is increasingly complex and nuanced. Most immigrants nowadays maintain close connections with their home countries, often through telecommunications or commuting (Bartley & Spoonley, 2008;Levitt, 2001;May, 2014). They are not prepared to give up their cultural identities and heritages; instead they acquaint themselves with their own cultural niches, such as their religious group, and ethnic communities and precincts within the host country, as well as to a certain extent, adopting the host society's dominant language and culture in order to acculturate and integrate within wider social and cultural groups (Blommaert, 2013).…”

Section: Superdiversity: Reconceptualising Diversitymentioning

confidence: 99%

Critical pedagogies of place: Some considerations for early childhood care and education in a superdiverse ‘bicultural’ Aotearoa (New Zealand).

Ritchie¹,

Chan²

2020

Preprint

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© 2019, University of North Carolina at Greensboro. All rights reserved. It is important that national education policy respond to demographic changes. In Aotearoa (New Zealand), recent immigration policy changes have produced the new challenge of ‘superdiversity’, which overlays the ‘bicultural’ context of Māori and settler populations and the longstanding impacts of the colonisation of the Indigenous Māori. The lack of equity in this ‘bicultural’ arrangement remains to be fully resolved due to the dominance of the settler culture and the historical (and in many instances ongoing) reluctance of this majority group to recognise and address injustices. The early childhood care and education (ECCE) sector requires of its teachers deep cultural understandings of and engagement with all those children and families present in the education settings. This article provides a discussion of the tensions arising when the new reality of superdiversity interacts with a ‘bicultural’ ECCE policy environment. It then describes the results of a study that utilised a process of documentary analysis to critically examine the macro-and micro-level policy statements and reports with regard to bicultural, cultural diversity, equity, social justice, and place-connectedness matters in ECCE settings in Aotearoa (New Zealand). The implications of the findings point to challenges faced by teachers when translating policy commitments into pedagogical enactment, and highlight the importance for teachers to not only engage deeply with the Indigenous Māori language, culture, and local histories of connectedness with place, but that this engagement should also be made available to all children and families present, including immigrant children and their families.

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Contesting Metronormativity: Exploring Indigenous Language Dynamism Across the Urban-Rural Divide

Cited by 17 publications

References 40 publications

Negotiating the Multilingual Turn in SLA

Negotiating the Multilingual Turn in SLA

Urbanizing Minority Minzu in the PRC: Insights from the Literature on Settler Colonialism

Critical pedagogies of place: Some considerations for early childhood care and education in a superdiverse ‘bicultural’ Aotearoa (New Zealand).

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