İMPARATORLUKTAN KÜRESELLEŞMEYE DİL VE İKTİDAR

Bu çalışmanın konusu, İngilizcenin Britanya İmparatorluğunun oluşumundaki rolünü, Antonio Gramsci’nin ortaya attığı hegemonya ve Michel Foucault’nun söylem ve iktidar konusundaki görüşleri ışığında ortaya koymaktır. İngilizce de dahil olmak üzere dil, edebiyat ve sanat incelemeleri uzun süre, hümanist nitelikte oldukları gerekçesiyle politik söylemlerden ve iktidar ilişkilerinden bağımsız; öznel, bireysel, özel veya evrensel ya da aşkın alanlar olarak incelenmişlerdir. Bu durum özellikle Oryantalizmin edebiyattan başlamak üzere süratle sosyal bilimlerde ve diğer alanlarda etkili olması ve ardından postkolonyal çalışmalara evrilmesi ile birlikte, iktidarın ve ulus kimliğin, ulus devletin oluşumunda dil, edebiyat ve sanatın rolü ve ilişkisi yeniden değerlendirilmeye konu olmuştur. Bu bağlamda hiç kuşkusuz en çarpıcı örnek, Britanya İmparatorluğunun oluşumunda, güçlenmesinde ve ele geçirdiği topraklarda varlığını sürdürmesinde diğer dilleri, sanatları ve kültürleri ötekileştirerek, dahası itibarsızlaştırarak ve kimi zaman da yok sayarak İngiliz dili ve edebiyatının yüceltilmesi ve tek alternatif olarak ortaya koyma sürecinde yer almaktadır

Language and Power From Empire to Globalization

The aim of this study is to analyse the role of English language in the formation of British Empire in the light of discourse and power by Michel Foucault and hegemony by Antonio Gramsci. Languistic studies, works of literature and art have been studied in isolation from political discouses, power relations on the grounds that they are personal, individual or trancendental fields. The process has been overturned following the prevalence of the concept of Orientalism –a concept put forward by Edward Said to describe the image of East in the Western literature and culture which was, then, evolved into postcolonial studies. Due to the reception of Orientalism and postcolonial studies the role of language, literature and art in the formation of ruling power, national state and national identity have been reconsidered. In this context, the most striking examples are undoubtedly in the process of exalting British language and literature and presenting it as the only alternative, furthering, and sometimes disregarding, other languages, arts and cultures in the formation, strengthening and conquest of the British Empire.

PDF

___

WILLIAMS, Raymond (1977), Marxism and Literature. Oxford: Oxford University Press.
THIONG’O, Ngugi Wa. (1986), Decolonizing The Mind: The Politics of Language in African Literature. London: James Currey
SPENCER, John (1971b), “Colonial Language Policies and Their Legacies” (ed.) Sebeok
SPENCER, John. 1971a. “Colonial Language Policies and Their Legacies. 1984. Bilingualism or not-The Education of of Minorities. Clevedon: Multilingual Matters.
SKUTNABB-KANGAS, Tove. and P. LEPORANTO-MORLEY (1986), “Migrant women and education” (ed.) S. Lie Scandinavian Journal for Development Alternatives.
SEKAR, J.John, Are We Decolonizing or Recolonizing English Education Policy? ELK Asia Pacific Journals – Special Issue ISBN: 978-81-930411-2-3)
SAID, Edward. W (1978), Orientalism. Harmondsworth: Penguin.
POLITI, J. 1985. Comment in Quirk and Widdowson (eds.) 1985.
PHILLIPSON, Robert (1992), Linguistic Imperialism, Oxford: Oxford University Press
PETRAS, James, VELTMEYER, Henry (2001), Globalization Unmasked: Imperialism in the 21st Century. London: ZED Press.
PENNYCOOK (1994), The Cultural Politics of English as an International Language. Harlow, Essex: Longman.
PENNYCOOK, Alastair (2003), “Global Englishes, Rip Slyme, and Performativity” , Journal of Sociolinguistics, vol. 7, no. 4, pp. 513–533
MERQUIR, J. G. (1986), Foucault. (Çev.: Nurettin Elhüseyni), İstanbul: AFA Yayıncılık..
KACHRU, B.Braj (1986), The Alchemy of English: The Spread, Functions and Models of Nonnative Englishes. Oxford: Pergamon.
IVES, Peter (2009), Global English, Hegemony and Education: Lessons from Gramsci, Educational Philosophy and Theory, Vol. 41, No. 6, pp. 661–683.
GRAMSCI,2011. Hapishane Defterleri, Çev.: Ekrem Ekici, İstanbul: Kalkedon.
GRAMSCI, Antonio (1971), Selections From Prison Notebooks. London: Lawrence and Wishart.
FOX, Michael (1975), Language and Development: A Retrospective Survey of Ford Foundation Language Projects, 1952-1974. New York Ford Foundation.
FOUCAULT, Michel (1990), The use of pleasure. New York: Vintage Books.
FANON,2009. Siyah Deri Beyaz Maske.(Çev.: Cahit Koytak), İstanbul: Versus.
FANON, Fanon (1952), Peau Noire, Masques Blancs. Paris: Seuil.
DEFOE, Daniel (1992) [1719], Robinson Crusoe. Wordsworth.Edition
DALE, Roger (1982), “Education and the Capitalist State” (ed.) Apple
COLUZZI, Paolo (2012), “Modernity and Globalisation: Is the presence of English and of Cultural Products in English a Sign of Linguistic and cultural imperialism? Results of a Study Conducted in Brunei Darussalam and Malaysia”, Journal of Multilingual and Multicultural Development, vol. 33, no. 2, pp. 117-131.
BOCOCK, Robert (1986), Hegemony. Chister, and London: Ellis Horwood and Tavistock.
ANSRE, Gilbert (1979), “Four Rationalisations for Maintaining European Language in education in Africa”. African Languages, vol. 5, no. 2, pp. 10-17.