Christine Jourdan

From Fisin to Pijin: Creolization in process in the Solomon Islands

In a combination of ethnohistorical records and longitudinal data gathered over a period of 30 years, the development of Solomon Islands Pijin is documented and analyzed in light of the current debate surrounding creolization theory. Using a pragmatic definition of a creole (Jourdan 1991), the authors argue that pidgins can be very elaborate codes even before they become the mother tongue of children, and that this elaboration is the result of the linguistic creativity of adults. It is further shown that, in sociolinguistic niches where adults and children use the pidgin as their main language, the impact of the latter on the evolution of the language is of a different nature. (Creolization theory, pidgin languages, substrate influences, urbanization, Solomon Islands Pijin)*

Pijin and shifting language ideologies in urban Solomon Islands

Through the analysis of the various language ideologies that have shaped the sociolinguistic history of Pijin, the lingua franca of Solomon Islands, this article attempts to shed light on the peculiar complexity of the postcolonial linguistic situations where more prestigious and less prestigious languages coexist in the same sociological niche. These ideologies are: reciprocal multilingualism, hierarchical multilingualism, linguistic pragmatism, and linguistic nationalism. Specifically, the article focuses on the development and coalescence of linguistic ideologies that lead Pijin speakers to shift perceptions of Pijin—in a context of urban identity construction that acts as a force of its own. In the case of Pijin, linguistic legitimacy seems to be lagging behind social legitimacy. We show that the development of new ideologies can lead to the re-evaluation of the meaning of symbolic domination of one language (in this case English) over another one (Pijin), without necessarily challenging this symbolic domination. (Language ideology, youth, urbanization, pidgins and creoles, Solomon Islands) *

Vernacular and culturally based education in Oceania today: articulating global, national and local agendas

Much research has focused on a linguistic view of vernacular or culturally based education programmes, while the political aspects of creating such programmes have been less frequently addressed. Throughout Oceania, formal schooling is linked to the colonial encounter, and although the legacy of colonial education continues to shape current educational initiatives, school reforms are thus part of the efforts to reverse ongoing experiences of colonialism. Using a critical approach, and paying attention to the political situations that shape educational reforms, our article focuses on the tensions that make such reforms difficult to implement: tensions between State logics and indigenous claims, between ‘equal opportunity’ in school and discrimination based on race or culture; and between the various motives of vernacular education (patrimonial, political, pedagogical).

Creolization: Sociocultural Aspects

This article considers the usage of the concept of creolization in contemporary social sciences and raises questions about its relevance and usefulness for the study of contemporary sociocultural change. Topics covered include the origin of the concept, its appropriation by social sciences including anthropology, its various meanings and usage, and the various critiques that have been addressed to these.