As this year’s annual meeting of the American Anthropological Association begins, we would like to recognize the publication of an important new anthropology text, published by our Higher Education Division. Language, Capitalism, Colonialism: Toward a Critical History by Monica Heller and Bonnie McElhinny is an original introduction to linguistic anthropology that is situated in the political and economic contexts of colonialism and capitalism. To mark the publication of the book, the authors provide some background on how the project was initially conceived, how the book is structured, and how they hope to offer up new ways of thinking about language. If you’re currently attending the AAA annual meeting (#AmAnth17) in Washington, DC, pick up your copy at UTP’s book display. Or, order your copy online!
This book began perhaps a bit oddly. Anne Brackenbury, Executive Editor at University of Toronto Press, approached Monica with the idea that perhaps it was time for a new textbook in linguistic anthropology. She approached Bonnie with the idea of doing an accompanying reader. Both of us (Bonnie and Monica) agreed that it was time for a reboot, but neither was enthusiastic about the format. Our feeling about the field certainly was that the existing canon wasn’t allowing us to readily talk about the things we wanted to talk about. These were things like how language is bound up in the making of social difference and social inequality, but in different ways under different circumstances. Things like how and why (and when) it acts as a terrain for crucial political struggles. Things like why thinking about language in different ways matters—and what, precisely, have been the consequences of thinking about language the way we have: as an autonomous system, as a cognitive faculty, as one property of social groups.
And of course these are not just the ideas specialists have. One thing about working on language is that you find out quickly that everyone has an opinion, usually fervently clung to as irrefutable fact. They can’t be refuted on the basis of empirical data. They include such beliefs as: some languages are harder to learn than others; the language you speak shapes the thoughts you can have; some languages just sound beautiful, or ugly; there is a difference between real languages and dialects, patois, jargon, and slang, and the latter don’t really count for anything. Many of these ideas are deeply consequential for speakers whose competence and worth are judged on the basis of them, and which shape the language policies on which we spend lots of money. Indigenous and minority languages get repressed; speakers of creoles get judged as incompetent speakers of metropolitan, imperial standards; working class and racialized minority students are placed in special education classes on the basis of how they speak.
So we wanted a way to speak both to what has counted as knowledge about (and of) language in academic disciplines, but also in social institutions and in everyday life, since all of that matters, and matters deeply. But we had no counter-canon to propose, nor, frankly, did we want to produce one. That would have been exactly counter to our concerns. How could we worry about what has been and is now at stake in thinking about language in these specific ways and then turn around and impose one of our own?
Nonetheless, Anne had started something, something that made us attentive not only to issues specifically connected to “language” but also to the role of language in broader struggles over what counts as knowledge and who gets to decide. These include movements that are in the news today and which are part of our personal and professional lives—Indigenous and Black decolonization and anti-racism movements, environmentalist struggles around climate change, exposures of endemic sexual harassment, minority nationalisms (think Catalonia, Quebec, Scotland), the rise of the alt-right... And as these struggles gain prominence, so does the backlash. What does linguistic anthropology have to say about this?
So we did a kind of bait-and-switch: ok Anne, we’ll propose a book, but a different one. The book we proposed suggests we take a step back. We take the position that linguistic anthropology can be most helpful if it understands the conditions that make language matter, and matter in specific ways. Those conditions are political, economic, and social; in particular, they concern the intertwining of capitalism and colonialism. Ideas about, and practices of, language facilitate the relations of power that they involve, and the making of social difference that legitimize them.
For us, these conditions revolve centrally around the intertwining of capitalism and colonialism as the major processes driving the linkage between symbolic and material domination and relations of difference and inequality. Having been trained in the rather presentist approach of North American linguistic anthropology, we had already been attending for some time to the importance of history; the approach we wanted to take here required a deep dive. Building largely on secondary sources, with some forays into archival and ethnographic work, we structured the book in a loosely chronological manner around three moments: mercantile, industrial, and contemporary “late” or neoliberal capitalism.
Each moment has a pair of chapters devoted first to the dominant approaches to language found there, and then to responses to those dominant discourses. We look first at how missionaries co-constructed the languages of colonizer and colonized in efforts to use Christian conversion to extend and strengthen the hard power of the imperial state. We then examine how these efforts were taken over by secular colonial administrators who borrowed biblical images of genealogy and descent to construct language “families” in complex processes of rendering colonizer and colonized both intimate and distant. These efforts were reinforced by the application of theories of evolution to linguistic difference, racializing language in the construction of “civilizational” hierarchies. They were also resisted, notably by dialectologists and creolists attentive to the difficulty of drawing neat boundaries, and by Americanist anthropologists led by Franz Boas who in arguing for the systematicity and significance of all cultures and languages, nonetheless re-inscribed hierarchical differences among the languages of Indigenous groups, descendants of slaves, and settlers in North American society (he understood the first to be on the verge of disappearance and requiring salvage in the form of material traces; he understood the second as needing access to assimilation).
The second set of chapters examines the work done in the making of the modernist, bounded, uniformized, and standardized industrial capitalist and liberal democratic nation-state, and three distinct responses to the inequalities that process created: internationalist movements constructed around international auxiliary languages like Esperanto; fascism, with its extreme version of evolutionary ideas about race and language and its attention to the importance of propaganda in the construction of fascist structures of feeling (what did it mean to act appropriately “fanatical”, say?); and communism, which struggled to make a Marxist idea of language in contradistinction to bourgeois European philology, but ended up converging with the west in Cold War turns to nation-states as centres of empire, and technology as the main technique of competition.
The third pair of chapters takes up the Cold War and the focus on technique, skill, technology, and the repression of overtly political forms of political engagement among linguists and anthropologists, with a focus on the United States; and then on the ways in which the Cold War soft power front of international development served as a foundation for the institutionalization of what we now call “sociolinguistics.” This part of the book also examines how the emancipatory movements of the 1960s led to critiques of mainstream sociolinguistics as masculine, white, and neo-colonial.
We end with an examination of neoliberalism and late capitalism, with a focus both on the role of language in work on the globalized new economy, and resistance to the forms of inequality we experience now. These include radical rethinking of the idea of language as uniquely human, and other attempts to reverse the extraction of language from social process we argue operated from the end of the nineteenth through to the beginning of the twenty-first centuries. They include questions like how we might recognize “consent” or “redress” and what a “refusal” or an “apology” or “reclamation” might look like.
Throughout, we attend to how hegemony happens, that is, how and why certain ideas about language help advance ideologies that legitimate specific political economic arrangements, and which themselves become hegemonic. Who is deemed worthy to speak, and how? We have tried therefore to also be attentive to the silenced and the marginalized, as well as to the more explicit struggles that have emerged from time to time (and for empirically discoverable reasons).
Our hope (because that too is a thread throughout the book) is that this book will offer not a new canon, but a new way of thinking about language, one that opens up new questions to be asked, and new ways of asking them.
Monica Heller is Professor of Anthropology and Education at the University of Toronto, a Fellow of the Royal Society of Canada, and a past president of the American Anthropological Association.
Bonnie McElhinny is Principal of New College, Associate Professor of Anthropology and Women and Gender Studies at the University of Toronto, and former Director of the Women and Gender Studies Institute.
Our troubled world is in desperate need of anthropological insight.
I’ve been a book rep for University of Toronto Press since August of 2012. In the past five years we’ve published so many great books, but my favourite book is still from the fall of 2012. 
Since 2012, I’ve had countless conversations about textbooks and their value in a classroom. Recently, I’ve noticed that the questions I hear from instructors have begun to change. There are still the usual concerns about cost and student engagement, but more and more I’m hearing anxiety about inclusion and student safety in the classroom. Instructors are asking how our books can teach about diversity, tolerance, and global citizenship. They are looking for books that are more than baskets of facts and charts. They are looking for books like Feminisms Matter.
