Latin America

Consistent with a post-structural approach to research, a typically unified representation of geo-political context is considered an inappropriate means to interpret context. In this case, the principal reference for the ‘American’ identity is Walter Mignolo’s ‘The Idea of Latin America’. It is the opinion of Mignolo that the contemporary representation of the continent is not a objective reality but a reflection of a singular, colonial intepretation of knowledge and history. For the overwhelming majority, the arrival of the European on distant shores would come to represent not simply the violent exploitation of labour (in the forms of slavery) and exappropriation of land and resources, colonial domination would include Christian notions of civilisation resulting in the suppression and even eradication of local cosmologies and frames of understanding.

Mignolo traces the articulation (as opposed to the expansion) of empire from the ‘discovery’ of the new continent by the Spanish in the 15th century through to a second period of decolonialisation in the aftermath of WWII.  From the moment of its emergence, the new fourth continent (Indias Occidentales) was perceived as an extension (as opposed to an intrinsic part) of the West, a tabla raza to be defined and exploited by the superior, civilising forces of progress and modernity. Consistent with the conceptual references of Said, Mignolo refers to the cultural reality of Occidentalism and the assumed rights of the West to acquire, name and categorise all within their extended dominion. Not only were the multitude of Indigenous communities subjugated or exterminated by the Spanish Conquistadores (most notably, Cortes and Pizzarro) but their cosmologies, histories and traditions were marginalised and/or exterminated in the just cause of civilisation. More than three centuries of colonial expansion and domination followed until Spanish rule was finally brought to a close by ‘the Liberator’ (Simon Bolivar) in early 19th century. Bolivar’s efforts however were not undertaken in the name or presence of the indigenous community but an emergent and prosper Creole population (direct Spanish decendants) weary of the decadent and decaying (Baroque) socio-political culture of the colonist. Though victorious over the Spanish, the utopian visions of a unified continent died with Bolivar and the region entered its first post-colonial period of struggle reflecting the emergence of newly independent, sovereign nations trying to establish coherent identities. According to Mignolo, this process of identity is most clearly understood in relation to the pervailing socio-political horizon. During the period of the first decolonisation the Spanish and Portuguese empires were in terminal decline. The coincident period of European Enlightenment was to witness the emergence and pre-eminence of England, Germany and France. It was the libertarian of Latin cousins, France that was to hold particular sway over the continent. Indeed, the notion of ‘Latinidad’ was adopted as a national symbol and culture primarily as a means of clear differentiation in light of the emerging imperial threat from the Anglo-Saxon America to the north. Latinidad however had double-edged derogatory impact. Though it created a symbol of unity for the dominant Creole population, Latin America was relegated in the prevailing scale of civilsation led by the dominant forces of Anglo-Saxon culture. Moreover, Latindad symbolised a lack of self awareness of the nature of colonialism. Having just emerged from under the heel of the Spanish, the imposition of Latinidad by the Creole elite reimposed colonialism (the internal variety) on the alternative cultures, represented by the mix of Africa and Indian communities.

The modern-colonial paradigm of relations reflects an imperative to comprehend the full impact of colonialism and restore local identity though the histories and views impact of recipient communities since the emergence of imperialism and the dominance of the Western model of development.

Spring Clean

Its the new year and time for a thorough spring clean. On the surface it seemed like an onorous task however after 4 years of study, I have a much clearer idea of what is important and what is not. On that basis alone I am able to dispose of a host of journal articles that now bear little or no relevance to my studies and furthermore, reassess the material that continues to have a degree of validity. The real difficulties now reside in breadth and depth of my analysis. The data represent something in the region of 10 hrs (out of a total of 24hrs) of transcribed and translated interaction. Each of the extracts (a total in excess of 70) is related to multiple semotic fields and are therefore dense and complicated. The task then is to devise an appropraite strategy for analysis and discriminating between social actions (at the level of micro-ethnography) and the detailed mechanisms of interaction (at the level of pure Conversation Analysis). In these terms, the data is to be understood in terms of coherent social actions and procedures. Once a series of patterns have been identified there is then the possibility to assess a select number of episodes in the fine detail associated with CA. A long and tortuous process.

Amongst the journal articles that I considered appropriate to read was a significant one written by my supervisor Alan Firth and his partner, Johannes Wagner. Irrespective of specifics of the journal topic, Second Language Acquisition the assessment of research methodology draws many similarities with my critique of International Development . What Firth indicates is that SLA is understood and researched in terms of a single dominant (Chomskian) paradigm which is foundational in nature. SLA has been significantly influenced by notions of social psychology and individual cognition. Within this context, English is understood in terms of an ‘ideal’, where native speakers pass on their knowledge to the learner. Language is passed between teacher and learner and progress is percieved quantifiable and linear; similar to the progress from Third World poverty to modernity. In contrast, Firth and Wagner use CA to illustrate the fact that this representation is not in fact an accurate reflection of the ways in which speakers interact within social reality. In summary, SLA research is heavily biased towards a single paradigm and needs to include a post structuralist perspective in order to provide a more comprehensive understanding of Acquistion.

By concidence, I later read a paper by London (1993), regarding the failure of education development projects in the Third World (in this case Trinidad). The paper once again notes the issue of Development paradigm, in this case a rational approach to a project typically demanded by the World Bank as the principal funder. The failed projects didnt recognise the difficulties associated with the social realities on the ground. In conclusion, the paper recommended a movement to an interactive (adaptable) paradigm capable of capturing and/or accommodating changes to a project plan.

Finally, a review of the paper written by the London group and the critique of education provision. In the face of advances in media/communication and globalisation, the standard perceptions of knowledge and learning have changed. Uniformity has become an increasingly redundant notion to be replaced by local identity and globalisation. Common standards have receded in parellel with centralised authority, the danger is that the space will be filled not by cosmopolitan notions of tolerance (for difference) but co-opted and constrained by the dead hand of neo-liberalism and the demands of the market. In this context (withdrawal of central authority) and consistent with the ideas of Foucault, knowledge will be comprehended in terms of dominant discourses. According to the London Group then education and pedagogy should be organised such that students are provided with intellectual tools to understand and critique discourses (design and desemmination) as a means of making informed decisions between the availble discourses. Make sense to me