The discursive pathway of two centuries of raciolinguistic stereotyping: ‘Africans as incapable of speaking French’

Vigouroux, Cécile B.

doi:10.1017/s0047404516000804

Cited by 35 publications

(16 citation statements)

References 29 publications

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“…In particular, he describes the ways that, in the context of French Caribbean colonialism, white French speakers often engaged Black French speakers as if they were children and refused to recognize them as legitimate French speakers with the same intellectual capacity as white people. Vigoroux (2017) explores how stigmatizing stereotypes about Black populations circulate not only in French colonial and postcolonial societies, but also in the European metropole. Specifically, Vigoroux investigates the stereotypical framing of ‘Africans as incapable of speaking French’ within France.…”

Section: Historical and Contemporary Co-naturalizations Of Race And Lmentioning

confidence: 99%

Unsettling race and language: Toward a raciolinguistic perspective

2017

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This article presents what we term araciolinguistic perspective, which theorizes the historical and contemporary co-naturalization of language and race. Rather than taking for granted existing categories for parsing and classifying race and language, we seek to understand how and why these categories have been co-naturalized, and to imagine their denaturalization as part of a broader structural project of contesting white supremacy. We explore five key components of a raciolinguistic perspective: (i) historical and contemporary colonial co-naturalizations of race and language; (ii) perceptions of racial and linguistic difference; (iii) regimentations of racial and linguistic categories; (iv) racial and linguistic intersections and assemblages; and (v) contestations of racial and linguistic power formations. These foci reflect our investment in developing a careful theorization of various forms of racial and linguistic inequality on the one hand, and our commitment to the imagination and creation of more just societies on the other. (Race, language ideologies, colonialism, governmentality, enregisterment, structural inequality)*

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Section: Historical and Contemporary Co-naturalizations Of Race And Lmentioning

confidence: 99%

Unsettling race and language: Toward a raciolinguistic perspective

2017

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“…This is extended by the oral and flowing quality of the text, making her seem unsophisticated or even illiterate; for example, the "author" refers to being treated like an animal (comme des bêtes) while the journalist refers to "animalistic treatment" (comme du bétail). A similar linguistic contrast reflects dominant stereotypes of the Muslim woman as a victim, uneducated and uncivilized (Vigouroux 2017). This "true story" erases narrative conventions central to how love jihad's vision of Muslim men's violent hypersexuality and oppression of women is reproduced and normalized.…”

Section: Temoignagesmentioning

confidence: 93%

The Terrorist and the Girl Next Door: Love Jihad in French Femonationalist Nonfiction

Tebaldi

2021

Religions

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This paper explores the theme of Love Jihad in “true sex crime” novels, French mass-market paperbacks where a journalist or author recounts the temoignage of women who suffered sexual violence at the hands of Muslim men. Semiotic analysis of visual and textual representations shows a melodramatic triangle of female victims, Muslim male perpetrators, and heroic readers. These stories reflect, dramatize, and sexualize broader social constructions of the monstrous Muslim; from Far-Right conspiracies of The Great Replacement to femonationalist debates about veils and republican values. In the final section, the paper explores how visual and verbal tropes from these popular discourses reappear in political speech and media from the National Rally.

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“…This indexing regularly leads to what Doerr (2009) refers to as "native speaker effects," which are based on the ideological "binary opposition of 'native' and 'non-native' speakers and by its related premises regarding nationhood, linguistic community, and linguistic competence, as they intersect with other kinds of relations of dominance," such as race (16). Global structures of coloniality and white supremacy assist in the circulation of racialized language ideologies (Pennycook 1998;Vigoroux 2017).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“We’re Not Used to Racism at All”: Race, Language, and Becoming “Global” at the Bilingual Academy of Senegal

Speciale

2021

Anthropology & Edu Quarterly

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This ethnography examines the links between race and language at a private French-English school in Dakar, Senegal. Drawing on theories of de/coloniality, anthropology of white supremacy, and raciolinguistics, this article examines the ways in which racial and linguistic ideologies circulated within the school, in particular around discussions of global citizenship. This study contributes a decolonial, raciolinguistic analysis to anthropological discussions of education, language, and race.[decoloniality, white supremacy, raciolinguistics, globalization, Senegal] European colonization created linguistic and racial categories and hierarchies that continue to echo throughout the world (Mazrui 1988;Veronelli 2015). The languages of European colonizers remain the official languages of most former colonies (including the United States), and many schools continue to use these languages as media of instruction (Alidou 2004;Nyamnjoh 2012). Fanon wrote extensively about the role of language as a means to "honorary citizenship" to the "white world," as "the key that can open doors," and as a means for the colonized to "prove to himself [sic] that he has measured up to the [colonizer's] culture" (as cited in Ayling 2019, 105). In contemporary times and across the Atlantic, Rosa and Flores (2017) have similarly noted that "when people of color are perceived as successfully engaging in standardized academic language practices, these perceptions position them as 'exceptional' in relation to other members of racialized populations who have not been provided access to such normatively defined success" (641). Extending this scholarly trajectory, this article shows the connections between colonial language ideologies and current discourses of global citizenship and the complex ways colonial raciolinguistic ideologies have merged and been adapted to fit a "postcolonial neocolonial world" (Ndlovu-Gatsheni 2013).Education remains a central institution in the perpetuation of raciolinguistic hierarchies, as it is the primary mechanism through which privileged linguistic markers of whiteness are attained (Flores and Rosa 2015;Roth-Gordon 2017). This article focuses on the case of the Bilingual Academy of Senegal (BAS), a French-English private bilingual secondary school in the capital of Dakar. Based on sixteen months of ethnographic fieldwork, it examines the ways in which racial and linguistic ideologies circulated within the school, in particular around discussions of global citizenship. Drawing on theories of de/ coloniality, anthropology of white supremacy, and raciolinguistics, this article examines how racial and linguistic discourses were mediated through and shaped by local histories of colonization and ongoing structures of coloniality, as well as global and transnational racial logics.In the following sections, I begin with an overview of language, race, and education in Senegal. A conceptual framework, a description of BAS, and a discussion of research methods and concerns of researcher positionality follows. I then examine ...

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The discursive pathway of two centuries of raciolinguistic stereotyping: ‘Africans as incapable of speaking French’

Cited by 35 publications

References 29 publications

Unsettling race and language: Toward a raciolinguistic perspective

Unsettling race and language: Toward a raciolinguistic perspective

The Terrorist and the Girl Next Door: Love Jihad in French Femonationalist Nonfiction

“We’re Not Used to Racism at All”: Race, Language, and Becoming “Global” at the Bilingual Academy of Senegal

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