The right to say everything

Can one say everything? Does one have the right to say everything? This essay distinguishes these two questions, and seeks to clarify them with reference to two French writers for whom the questions are central: Maurice Blanchot and Jacques Derrida. Blanchot considers the questions with respect to the Marquis de Sade and Louis‐René des Fore?ts. For Blanchot, the right to say everything is not supported by an appeal to the integrity of the self; rather, it is linked to a kenosis of the “I.” His account leaves important questions unaddressed. For Derrida, however, the right to say everything is enshrined in modern democracy and sustained by reference to a “democracy to come.” Brief as it is, Derrida's response to the questions is the most satisfactory that we have to date.     

The right to be heard: Citizenship and language

In this paper we address the importance and contestation of language in terms of citizenship and the development of political communities by focusing on the example of a minority language – British Sign Language. Language is crucial to debates about citizenship and belonging because the State has to rely on language for its very functioning, indeed political practice itself is a form of communicative action. For individuals language is deeply implicated in their ability to claim and maintain their rights and in their affective connections with others and sense of identification. The paper therefore begins by identifying that Deaf people's legal entitlements (e.g. to vote) are an abstract form of citizenship because as sign language users they have difficulties understanding both political and wider civil institutions and practices, and so lack the cultural proficiencies necessary to exercise citizenship in a substantive sense. We then go onto consider citizenship in the broader sense of how groups are included or situated in the public sphere, and in doing so to consider the extent to which Deaf people might be understood to have a liveable place in an oral society. The final section examines how the sense of injustice which flows from Deaf people's experiences of marginalisation in the public realm means that they are developing alternative forms of political commitment predicated on non-state spaces of belonging – where they can live their language – at both local and transnational scales. The paper concludes by reflecting on the notion of differentiated citizenship and the implications of Deaf people's claims to language rights.     

Educating the nation: shaping student-citizens in Indonesian schools

Children in Indonesia experience the state in ways that are vastly different from any other citizen. This article explores how the bodies of schoolchildren are a key site for nation-building practices in Indonesia through an examination of two state schools in Riau Islands Province. I investigate the ways in which national identity is inculcated in students through various performances intended to shape the student-citizen, including the wearing of school uniforms, morning national callisthenics and the weekly flag ceremony. Drawing on Judith Butler's concept of performativity, I argue that students’ embodied performances of the nation can be understood as performative in the necessity of repetition or ‘citational practices’, which perpetuate the meaning and maintain the power associated. It is through repetition that meanings embedded in the performances of schoolchildren, such as hierarchy, awareness of a higher bureaucratic power and a sense of belonging to the nation, are perpetuated and normalized to the performers.     

Involved Knowing: On the Poetic Epistemology of the Humanities

The humanities represent a type of knowledge distinct from, and yet encompassing, scientific knowledge. Drawing on philosophical hermeneutics in the tradition of the Geisteswissenschaften, as well as on the Latin rhetorical tradition and on Greek paideia, this essay presents humanities knowledge as “involved knowing.” Science, in principle, abstracts from the subjective, psychological conditions of knowing, including its emotional and willful determinants, as introducing personal biases, and it attempts also to neutralize historical and cultural contingencies. Humanities knowledge, in contrast, focuses attention on precisely these subjective and historical factors as intrinsic to any knowledge in its full human purport. In particular, poetry, which historically is the matrix of knowledge in all fields, including science, deliberately explores and amply expresses these specifically human registers of significance. The poetic underpinnings of knowledge actually remain crucial to human knowing and key to interpreting its significance in all domains, including the whole range of scientific fields, throughout the course of its development and not least in the modern age so dominated by science and technology.