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Protest and Dissent

Conflicting Spaces in Translation and Culture


Edited By Agnieszka Pantuchowicz and Anna Warso

Essays collected in this book discuss textual and discursive formulations of dominance and resistance. The authors analyze how they are narrated and re-narrated, framed and reframed in different social, political and language communities and realities, through different media and means, and translated into different contexts and languages. As the ways we name, rename, or label events, people and places have implications in the real world, the essays are also meant to investigate the ways in which we partake in negotiating its construction, its changing meanings and senses through the stories we tell and the practices we live by.

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Protesting over and through the Language


Abstract: The text contains an analysis of types, forms and functions of messages conveyed in language related protests on international, national and personal planes. Linguistic means of expressing dissent have been explored in order to identify goals pursued by groups of protesters, but also to examine personal language choices manifesting disaffiliation. Implications for education have also been sought, with special attention given to conflict prevention and management.

Keywords: language status, language choice, language protest, language education, conflict prevention, verbal/ nonverbal communication


Linguistic protests are strongly related to questions of individual and group identity. Looking at sociological and psychological aspects of dissent calls for entering the realm of The Self, a concept based on a sense of unity across time (idem), a list of psychological traits (ipse) and a concept of otherness, a reference to non-self (Swann and Bosson 2010). Identity is believed to ascribe meaning to individual life through a process entailing “thinking, being aware of thinking, and taking the self as an object for thinking” (Oyserman et al. 2012, 71). The core of The Self is memory reinterpreting the past and engaging in the process of permanent reminding (Singer and Blagov 2004). Although in fact we live through fragmented episodes experiencing life as “a tale told by an idiot, full of sound and fury signifying “(Shakespeare, Macbeth, Act 5. scene 5), thanks to the cognitive activity of the left hemisphere we impose coherence onto those episodes. Because neural centres responsible...

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