LINGUISTIC RIGHTS TODAY IN THREE SPHERES OF JUSTICE: BALANCING PRACTICES AND POLICIES IN UNIVERSITY CONTEXTS YVONNE HÉBERT (U CALGARY & WILFRID DENIS (

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LINGUISTIC RIGHTS TODAY IN THREE SPHERES OF JUSTICE: BALANCING PRACTICES AND POLICIES IN UNIVERSITY CONTEXTS YVONNE HÉBERT (U CALGARY & WILFRID DENIS ( U SASK) 2012 CONFERENCE, CANADIAN SOCIOLOGY ASSOCIATION

LINGUISTIC RIGHTS IN THREE SPHERES OF JUSTICE Presentation by Wilfrid Denis (St. Thomas More College, U Saskatchewan) and Yvonne Hébert (University of Calgary) Session on Academic Freedom, with Terry Gillin, Chair. Annual Conference of the Canadian Sociology Association 29 May – 02 June, 2012 University of Waterloo & Wilfrid Laurier University

INTRODUCTION PART ONE

1. INTRODUCTION Recognition of linguistic rights for OLM in Canada - educ reform Charter and Official Lgs Act silent on access to post- secondary education in OLM Issues of recognition, organization & delivery of French language instruction vary across English-dominant Canada Tripartite model of social justice (N. Fraser, 2009) Focus: embedded faculty member & program in AB & SK

JUSTICE AS A META-FRAMEWORK PART TWO

FRASER’S TYPES OF JUSTICE & REMEDIES, 1995 Type ofRemedies What Justice? AffirmationTransformation Redistributi on (political- economic) 1. Liberal Welfare State Surface reallocations of existing goods/resources to existing groups; supports group differentiation; can generate misrecognition 2. Socialism Deep restructuring of relations of production; blurs group differentiation; can remedy some forms of misrecognition Recognition (cultural) 3. Mainstream Multiculturalism Surface reallocations of respect to existing identities of existing groups; supports group differentiation 4. Deconstructionism and reconstructionism Deep restructuring of relations of recognition; blurs group differentiation

TRIPARTITE MODEL OF SOCIAL JUSTICE (2009, 2010) Redistribution in the economic sphere - issues of misdistribution Recognition in the socio-cultural sphere - issues of misrecognition Representation in the political sphere - issues of misrepresentation, misframing Who? What? How? - criteria for decision making All subjected principle

PURPOSE OF OUR PAPER To apply the three-part Nancy Fraser model (2009, 2010) at a medium range or institutional level, rather than at the abstract, global level Anticipated problems of categorization into types Questions of who, what and how difficult to establish Incomplete hegemony, open to slippage Institutional incoherence, contradictions Who has right to make claims & nature of such claims

NATIONAL CONTEXT OF POST-SEC INSTITUTIONS Two official languages enshrined in the Canadian constitution Section 23 on official minority language rights AUCC, University Affairs operate in both official languages CAUT/ACPPU also supportive - bilingual national organization (Allain, 2008) Tangible support over the years for French language in university and post-secondary institutions CAUT – only 5/45 presidents were Francophones CAUT instituted a Francophone Committee & designated a Francophone position on its Executive, both in 2004 Parallel movements in Québec & Canada CSA ceased French language communication in 2012 with office move, QC to ON

WHO ? ~ individuals teaching in French in Anglophone Universities -Institutional arrangements between oppressed & oppressor -Continuum of institutional settings: -1. Stand alone U -2. Bilingual U -3. Federated College -4. Minority Units -5. Embedded units/persons WHAT? -Nature, extent, significance of justice claims increase as faculty members move on continuum from #1 to #5 -Direct impact on working conditions -Teaching, research & publication, and community service tend to be reduced in significance on continuum, #1 to #5 -Lack of weight given to Francophone faculty member’s dossier SORTING OUT 3 QUESTIONS: WHO, WHAT, HOW ?

HOW? -Course & program approval structures; -Performance Reports; -Merit, tenure, promotion procedures; -Two cases: -U Calgary, U Saskatchewan Four dimensions: 1.Absence of French lg services pertaining to research 2.Absence of Fr lg services for students 3.Obligation to translate towards English 4.Erasure of Francophone presence, participation and worth SORTING OUT 3 QUESTIONS: WHO, WHAT, HOW?

INTERPRETATION

CONCLUSIONS PART SIX

CONCLUSIONS Interplay between economic, political & cultural dimensions are very complex Issues of recognition seem to impact on economic and political issues Tendency for issues to take on a collective dimension, not just the sum of isolated individual experiences All subjected, all affected principles need more reflection as the benign takes on greater proportions in hindsight (or with greater insight?) Effects of limitations discussed herein amount to forms of surveillance and control of French and Francophone scholars, in the ‘conduct of conduct’ Scholars & students are disciplined to accept to be minoritized, to being subject to lacks of representation, recognition & redistribution

LINGUISTIC RIGHTS TODAY IN THREE SPHERES OF JUSTICE : BALANCING PRACTICES AND POLICIES IN UNIVERSITY CONTEXTS YVONNE HÉBERT (U CALGARY & WILFRID DENIS ( U SASK) 2012 CONFERENCE, CANADIAN SOCIOLOGY ASSOCIATION