Travel tales, part 2 of 2 (by Dr Mela Sarkar)

It’s mid-January here in frozen-solid Montreal and minus 30ºC with the wind chill. Naturally, the pipes froze this morning, not just in my home but in hundreds of homes across the city. Not for another week is the temperature here supposed to crawl up to a balmy high of zero…maybe! Under these somewhat frigid circumstances, it’s not easy to believe that a few short weeks ago, one could have been in a place where the temperature is never less than 30ºC above the freezing point, as is the case in Kuala Lumpur, Malaysia, where I spent ten days last November on the way to Kolkata in December 2019.

The view from home—looking down from my cousin’s second-floor balcony in a residential neighbourhood in Jadavpur, south Kolkata, West Bengal, India

I want to write, nearly did write, “on the way home” to Kolkata. I stopped myself. It isn’t my home; hasn’t been since I was eighteen months old. I came to Canada for the first time in 1960 as an Indian-born Indian child on my father’s Indian passport. If my mother had given birth in Calcutta (as it was spelled then) any time after 1977 rather than in 1958, she would have passed on her Canadian nationality to her child through the principle of jus sanguinis, “law of the blood.” However, between 1947 and 1977, for children born abroad to Canadian parents, “Canadian citizenship could only be passed down by Canadian fathers when born in wedlock, or Canadian mothers when born out of wedlock.” The law, in other words, was sexist; children of legally married Canadian women living abroad could not inherit their mother’s nationality, only their father’s. It was not until age eight that I was naturalized, along with my father.

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When the nail that sticks out cannot get hammered down: Belonging despite languaging race (by Mama Adobea Nii Owoo)

This week’s blog post includes a linked audio file. Just click on the link below if you would like to hear the post read aloud. Scroll down to read the text.

Mama Adobea Nii Owoo is a Ph.D. candidate in Language and Literacies Education and Comparative International Development Education at OISE. She is the founder and lead researcher of the Afroliteracies Foundation, a Ghanaian based think-tank for indigenous African languages.
Mama’s research interests lie at the intersections of language policy, decolonial theory, ethnography, teacher education, and critical action research.  Her doctoral research uses ethnographic film to explore how language experiences shape the way teachers implement educational language policies in Ghana. Mama has taught Spanish and English as foreign languages in Ghana, the United States, and Spain.

I hear that in Japan there is a popular saying出る釘は打たれる; “the nail that sticks out gets hammered down.” Without an expert opinion of how thoroughly this saying is experienced in Japan, I surmise that for the Japanese, the Japanese identity is a marker of social acceptance. The perception that an identity is misplaced within this context provokes a form of societal discomfort. And so, for minorities, the question of belonging is a tough and sensitive maneuver. Hence, when my nephew was born in Japan to Ghanaian parents who were learning Japanese, I discussed with my sister how they would help him navigate belonging. “Well, for one he would have to learn Japanese,” she said. But would he feel accepted just by learning Japanese? From experience, I know that the world is a cruel place for minorities who wish to belong. Despite my enjoyment visiting Japan, I was thankful when my sister’s family moved out of Japan just as my nephew started to learn to read. I explain below the complexities of belonging.

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Musings on Accent – a double-edged tongue? (by Dr Caroline Riches)

What is it about accents that we find so interesting? I am intrigued by accents in terms of language dialects and varieties, accents of plurilingual speakers in their language repertoire and accents of L2 learners. I am fascinated by the regional accents of French in Quebec [you can tell if a francophone is from Saguenay-Lac-St-Jean or Abitibi, for example, from their accent (Brad, 2014)], which I think are Canada’s answer to Trudgill’s example of regional accents of English in England in his Sociolinguistics: An Introduction to Language and Society classic (2000). 

Although immediately, as I began to write this blog post, I wondered if everyone is as fascinated by different accents as I am. I am English-Canadian, and grew up in very WASP[1]ish areas of Toronto, Pittsburgh and Montreal – looking back now, I imagine that I did not hear a lot of language diversity in my formative years.  Do I notice accents more than other people? It is different for those who grew up in more multilingual environments? Or is it just that I am interested in anything to do with language?

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My name is Narjes اسم من نرجس است (by Narjes Hashemi)

This week’s blog post includes a linked audio file. Just click on the link below if you would like to hear the post read aloud. Scroll down to read the text.

Our guest blogger this week, Narjes Hashemi, is a second-year master’s student in Education and Society in the Department of Integrated Studies in Education at McGill University. She has been working as a graduate research assistant (GRA) on the SSHRC funded project “Countering religious extremism through education in multicultural Canada”, under the direction of Dr. Ratna Ghosh. She graduated with a BA in Sociology degree from the University of British Columbia. Her MA thesis explores women’s roles in preventing religious extremism in Afghanistan.

My name is Narjes. اسم من نرجس است. It’s an Arabic and Persian name meaning a specific kind of daffodil (also known as Narcissus flower). It’s a very popular name in the Middle East as well as in Afghanistan, Tajikstan, Iran and India. In Iran, it’s commonly known as Narges. In India, Tajikstan, and Afghanistan, where I’m from, it’s spelled Nargis but it’s really all one name, pronounced and written differently in different countries.

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Empathy and Diversity (by Jacqueline Peters)

The more a teacher knows about a student, the more equipped [they are] to organize an instructional program that caters directly [the student’s] social and intellectual needs (Warren, 2014).

My doctoral thesis examines empathy in social institutions, specifically medical institutions. One of my chapters will be on race and empathy. Recent events both here and in the US have got me thinking about diversity (or lack thereof) and empathy (or lack thereof). My questions here are on where empathy fits into a discussion on diversity, and on what, if any, effect empathy has on the creation of, or dealings with, diversity. To this end, and to bring to a close my blog entries for this academic year, I’d like to talk about how empathy affects diversity in the classroom.

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