안녕하십니까? 저희 인류학과 BK교육연구단은 미국 하와이대학교 인류학과의 Christine R. Yano 교수님을 모시고 "Disciplinary Listening Regimes: Politics of Language, Race, and Citizenship in Territorial Hawai'i" 제하의 강연을 개최합니다. 본 강연은 하와이 교육 시스템 속 언어(영어) 정책을 통해 하와이의 인종과 시민권 문제를 재고하는 좋은 기회가 될 것입니다. 관심있는 분들의 많은 참여 바랍니다. 

Disciplinary Listening Regimes:

Politics of Language, Race, and Citizenship in Territorial Hawai'i ​ 

일시: 2023. 10. 19. 목 17:00-18:30

장소: 아시아연구소 101동 406호 

문의: anthrobk21plus@snu.ac.kr​ 

Abstract: From 1924 to 1960, the U.S. territory and later state of Hawai`i instituted a unique practice of segregation in its public schools, called the English Standard School System.  By this system, children would be tested for their English language facility:  those that passed the verbal test would be placed in select classes or schools; those that did not would be placed in regular educational settings.  Initially proposed to the territorial government by haole (white) mothers who were concerned that their children enrolled in public schools not mingle unduly with non-haole, the system used language and its policing as a means of race-based segregation. 

​This paper takes this case study from language as an example of what I call “disciplinary listening regimes” — that is, states of order built around restrictive practices of aurality.  Such states of order advance a confluence of morality and aesthetics such that “being good” and “sounding good” (here, “speaking good,” “speaking American”) overlap.  More importantly, disciplinary listening regimes hierarchize sounds, particularly targeting what might be called “vulgar sounds,” identified as Hawaiian Creole-based “accents,” “mispronunciations,” “ungrammatical constructions.”  The pervasiveness and force of these disciplinary listening regimes find their efficacy through what I am dubbing a “panauricon” state─that is, an all-hearing, ever-present condition of critical, even punitive, listening.  The force of such a panauricon state lies not only in a specific listening body in the form of parents, teachers, and school boards, but in its critical and forceful measure as internalized by individuals.  Through archival documents and interviews with former students, I examine ways by which listening for language use acted as a powerful social, political, and ultimately disciplinary gauge of achievement in Territorial Hawai`i.