Identity in DialogueMultilingualism in South Tyrol

Identity in DialogueMultilingualism in South Tyrol as a separating and unifying factor

Identity in Dialogue- Multilingualism in South Tyrol as separating and unifying factorSarah Klammer Free University of Bolzano-Bozen | Faculty of Design and Arts2012/13,13.1

Supervisors: Visual Communication: Prof. Krois ChristianGraphic Design Theory and Terminology:Prof. Dr. phil. habil. Glüher Gerhard

Graphic Design and Pruduction: Sarah KlammerTypeface: Adobe Caslon Pro, DTL ArgoPaper: Serimax, 120 g/m2

Printing and Binding: Free University of Bolzano

Background & LogicsHistory & MinoritiesPolitics & GlobalisationCulture & Hybrids

TheoriesLanguage, Education & IdentityStereotype, Prejudice & Tabu

MethodsEnvironmental LetteringDesign Studies

ConclusionProject Definition

Bibliography & Further Reading

122026

3446

5460

64

66

Index

8

The mastery of more than one language is a huge enrichment that openes many doors in the daily communication and allows new in-sights into one’s own and other cultures.

South Tyrol is the northernmost province of Italy. Most of the province, but mainly its capi-tal city Bolzano-Bozen, which I will focus on in this paper, is bilingual or multilingual. With bilingual I am referring to the living in an en-vironment in which two languages are spoken institutionally, but not necessarily by every in-dividual. I take this opportunity to recognize the impor-tant exception of the trilingual Ladin valleys, that I will consider but not treat more pro-foundly in this essay.

In my more than three years of living and stud-ying in Bolzano-Bozen, I experience the vari-ety, complexity and the ambivalence between communication and personal identification in the German-Italian speaking area. Through lived multilingualism and interpersonal com-munication I constantly rediscover who I am and how I interact with my surrounding.

Multilingualism broadens the horizon and in-fluences the processes of communication and the experience of cultures. It makes one experience the concept’s inherent contradictions: Limits that connect and con-nections that separate. In my BA thesis I will engage with this state of being between the poles of tradition and pro-gress; delineation and unity; and I will explore the possibilities as well as the difficulties con-nected to it. In the course of my design process I will an-alyse these aspects in a creative and experi-mental way, with special consideration for the aspect of lived multilingualism as influence on the creation of individual and collective identi-ties.

In this sense I will use different means of visu-al communication as tools to create a platform that encourages playful reflection and deep-er understanding of each other and provides means to support intercultural exchange and reinterprets notions of identity in South Tyrol.

Identity is no simple concept!

Introduction

My documentation is divided into different parts: an analysis of the historical, political, de-mographical, linguistic and cultural background of South Tyrol that is analysing the status quo from different points of view and looking into how it developed and what the problems con-nected to it are today.

This background analysis is followed by a brief introduction into different theories of sociolin-guistics and of human communication in which I am trying to understand the role of differ-ent notions of language and communication in the construction of social structures and iden-tities. I will then try and unravel the function and presence of existing stereotypes. In the last sub-chapter of the first part of my dissertation I will provide an introduction to several design theories that I chose to refer to in defining the role and position of the design-er -in this case, myself- in the discourse.

In the end, I will bring the different areas of research together and draw my conclusions, which will lead me to part two of my process: the development of a design prototype.

The research was developed on different levels: a literary research and statistics, informal inter-views and questionnaires, a photographic-ty-pographic exploration of the cityscape and the consultation with local experts from different areas of research. I would, at this point, like to thank Dr. Dodman Martin, Prof. Dr. Frances-chini Rita, Dr. Mattozzi Alvise and my supervi-sors Prof. Krois Christian and Prof. Dr. phil. habil. Glüher Gerhard for their invaluable contribution. This first part is rather theoretical in its na-ture, whereas the second part can be consid-ered more conceptual and concrete. Part two describes the brainstorming of ideas, the planning and the development of the de-sign that will be presented in the end.

As I am trying to remain neutral in the lan-guage conflict that I am talking about, and also for practical reasons, my documentation will be written in English. English is one of the most spoken native and second languages world wide and an official language of the Eu-ropean Union..

Background & Logics

12

Languages are constantly in flux and is not a discrete, identifiable and internally con-sistent whole. When a minority language is stigmatized it often creates vernacular lin-guistic forms as resistance to domination. It is therefore a reflection of the socio-political situation, or even an attempt to change it. ¹

In the following text, I am going to provide insight into how a minority is defined, and point out the complications of the defini-tion. I will explore its consequences for how benefits are distributed amongst the culture. The minority question is not always as clear and easy to define, as it might seem.

The German speaking minority in South Ty-rol is a result of separation of the region. Austria was and is the kin state, and ethnic-ity of reference. The Südtirolfrage, received a lot of international attention, not least due to the violent protest in the 50s and 60s. Italy finally agreed, to allow South Tyrol a minor-ity status that not only tried to make up for the inferiority of the German speaking citi-zens, but made them “look like a majoritiy”

2 within their own region. In the first South Tyrolean Autonomy Statute, the Package of 1969, and in its improved version, the Second Autonomy Statute of 1972, numerous regula-tions were decided to ensure equal rights for the linguistic minorities.

The resulting, official Bilingualism (Trilin-gualism in Ladin Valleys) and the regula-tions for the protection of the three language groups, the Ethnischer Proporz, was seen as a huge success and advantage for the German and Ladin speaking language groups. Consequently the Italian speaking group was marginalized because it lacked the mas-tery of the other languages.

«Die Zweisprachigkeit wurde als ‘diskri-minierend‘ für die italienische Sprach-gruppe erachtet: Die fehlende Kenntnis der zweiten Sprache schloss die in Südti-rol lebenden Italiener vom vollen Genuss der Rechte aus, die durch das neue Auton-omiesystem geschaffen worden waren, und drängte sie in eine Randrolle der lokalen Gesellschaft » 3

History & Minorities

Loca

tion

of S

outh

Tyr

ol ©

www

.alto

adig

ewin

esus

a.com

14

In the course of the region’s Italianization un-der the reign of Mussolini, Italian families and officials moved or were moved, sometimes against their will, to South Tyrol. The ‘colonists’ came from different parts of the rest of Italy, and, therefore, shared neither a common dialect nor a common history. The Italian population that was ordered to move to South Tyrol, to help its integration into the rest of the country, lost its identities through its uprooting, and the Germanic cul-ture they found themselves immersed in was too foreign for an easy acclimation. The Ital-ians’ lack of mastery of the German language made this convergence even more problematic.

«Das Fehlen einer gemeinsamen Geschichte trägt der Studie zufolge auch seinen Teil zum 'Unbehagen' der italienischen Bev-ölkerung bei und hat die Entwicklung eines ‘Heimatgefühls’ der Italienischsprachigen verhindert»4

For the German speaking population, the Ital-ianization provoked a historical trauma for other reasons.

They were forbidden from enacting their cul-ture, and from using and teaching their lan-guage. This enhanced German nationalism and led to a strong, collective South Tyrolean German identity, which has sustained influ-ence on private and public spheres, politics, economy, education etc.

Both parties see themselves as victims and mi-norities, and demonstrate a lack of self criti-cism. They excuse iniquity with injustice instead of recognizing the problem.The result is “friendly citizens of two hostile groups.” 5

The UN general assembly‘s Declaration on the Rights of Persons Belonging to National or Eth-nic, Religious and Linguistic Minorities (18 De-cember 1992) provides a standard definition for the minority concept with the goal to succeed in “promoting and encouraging respect for hu-man rights and for fundamental freedoms for all without distinction as to race, sex, language or religion.” 6

Based on the definition of this declaration, a minority is:

Aut

onom

y Ti

mel

ine

1918 1922

1939 1946

1948 1961

1972 1992

1998

End of World War IAustria loses South Tyrol to ItalyTreaty of St. Germain

Faschists come to power South Tyrol is 'Italianized'

Agreement between Hitler and Mussolini: 75 000 South Tyroleans move to Germany

Italy and Austria sign the Paris Treaty it ensures special measurements for language, culture and economic development

1st Autonomous Status

Demonstrants launch bombs and get Italy‘s and Europe‘s attention

�e 2nd Autonomous Status ensures equal rights for the three language groups

�e South Tyrol Paket is fully implemented Austria and Italy o�cially end their �ght

Austria is EU Member Schengenabkommen open borders between Austria and Italy

16

«a group numerically inferior to the rest of the population, in a non-dominant position, consisting of nationals of the State, possess-ing distinct ethnic, religious or linguistic characteristics and showing a sense of soli-darity aimed at preserving those character-istics »7

It is important to protect the named, and other, characteristics (e.g. the group perceives itself as a minority) because they are means of identifi-cation, and the basis for the creation of a social identity. They allow individuals to symbolize, to the outside as well as to the inside, their be-longing to a specific group. Those characteris-tics define a ‘we-and they-code‘, and draw the borders between them.

«Im Festhalten an diesen distinktiven Merk-malen signalisieren die Individuen ihre Zugehörigkeit zur Gruppe [...]; aus der Identifikation mit diesen Merkmalen schöp-fen sie ihre soziale Identität [...]; über diese Merkmale werden Grenzziehungen nach in-nen und außen signalisiert. Diese Merkmale symbolisieren somit gruppenspezifische

Werte [...] und bilden eine Komponente der Selbst- wie der Fremdkategorisierung und damit auch der Statuszuschreibung der Gruppe als Minderheit.» 9

The criteria often leave room for interpreta-tion and manipulation, for example the crite-ria of relative size. This is a problematic one, not only because a minority can, under certain circumstances, describe a numerical majority (for example, black people in the apartheid re-gime). It is also problematic because the refer-ence value can change.10

“Der Sprachgruppenproporz [anlässlich der Volkszählung des Jahres 2011] ergibt folgen-de prozentuelle Zusammensetzung: 26,06% für die italienische Sprachgruppe, 69,41% für die deutsche Sprachgruppe und 4,53% für die Ladinische Sprachgruppe. Vergleich-sweise wurden 2001, anlässlich der damali-gen Volkszählung, 26,47% der Erklärungen für die italienische Sprachgruppe, 69,15% für die deutsche und 4,37% für die Ladinische Sprachgruppe abgegeben.Demnach hat die Stärke der italienischen

350.000

250.000

150.000

50.000

2011

1880

1972Second Autonomy Statute

1961South Tyrol gets Italy's and Europe's Attention

1910Austrian-Hungarian Reign -industrial transformation

1921First Participation in Italian ElectionsFascist Party is taking over the power -Italianzation

Italiener| Italiani

Ladiner| Ladini

Andere | Altri

Deutsche| Tedeschi

lang

uage

gro

ups

in s

peak

ers

| ye

ar

18

Sprachgruppe [vom Jahr 2001 bis zum Jahr 2011] um 0,41 Prozentpunkte abgenom-men und jene der deutschen bzw. Ladinis-chen Sprachgruppe um jeweils 0,26 bzw. 0,16 Prozentpunkte zugenommen. Vom Jahr 1991 bis zum Jahr 2001 haben die Sprachgruppen-zugehörigkeitserklärungen zur italienischen Sprachgruppe um 1,18 Prozentpunkte ab-genommen und jene zur deutschen bzw. La-dinischen Sprachgruppe um jeweils 1,16 bzw. 0,01 Prozentpunkte zugenommen.” 10a+b

If we consider Italy as the reference value, the German speaking population is a minority. It is a big one though, for its number of speakers exceeds the benchmark of 100.000 people. If we look at German as global language, the situation we look at changes completely. Ger-man is the official language of no less than three states and belongs to the privileged Eu-ropean language groups. German as a stand-ard language is therefore not threatened with extinction. If we were now to look at the mi-nority question again, based on the population census introduced before, our perception of the minority situation would probably change.

Taking South Tyrol, as the reference value, the Italian language group could, without prob-lems, be considered a minority.

«Eine Minderheit kann als geschützt gelten, wenn die folgenden wesentlichen Faktor-en für ihre kulturell-sprachliche Reproduk-tion gewährleistet sind: der Sprachgebrauch, der muttersprachliche Unterricht und die Chancengleichheit. » 11

The Autonomy Statutes in South Tyrol man-aged to control and reduce the ‘danger of as-similation‘ of the German speaking minority group, in the Italian-speaking region. It also succeeded in reducing the emigration of the German speaking population, and avoided the loss of the German language, through the concurrent use of Italian. For this and other reasons, South Tyrol is often mentioned as a positive example of minority politics.What the conservative politics that aim to protect the several languages do not foresee is the integration of individuals and the collab-oration between cultures that are in constant contact with one another.

20

Politics & GlobalisationThe relationship between Globalisation and cultural and educational policy is complicat-ed. Governments are trying to bring together tradition and modernisation. Whether protec-tionist measures are able to prevent regressive forms of globalisation and its effects on cul-tures worldwide is questionable as protection-ism itself is characterised by stasis. In South Tyrol -considering its traumatic his-tory- the balance between cultural protection-ism and liberalism, is especially sensitive to address, and difficult to achive.

«Protektionismus - der selbst Züge des Re-gressiven trägt - vermag nicht, emanzi-patorischen Fortschritt zu fördern oder kulturelle Vielfalt zu sichern» 12

The fascistic assimilation policies of the 1920s and 30s led to a strong ethnic subcultur in South Tyrol that was unified by the common cause to protect their cultural rights. The German language group is strong, not only because of its relative size, but also be-cause it speaks with an almost unanimous po-litical voice called the South Tyrolean People

Party (SVP). The SVP was originally created for an ethnic fight and to protect the Ger-man speaking minority. This fight, well fought, helped to establish the SVP as the party of the South Tyrolean German people. They man-aged to keep their people’s loyalty because they established a strong ‘we and they’ code which they can appeal to whenever they so need.

«Die ethnische Frontstellung bildet die Voraussetzung für die ständige ethnische Mobilisierung zur ethnischen Identifizierung und Aufrechterhaltung des ‘Wir’-Gefühls. Auch bei ethnischer ‘Windstille” ist dieses ‘Wir Gefühl’ jederzeit abruf- und einsetzbar. Neben der ‘außenpolitsichen’ Spannungslinie mit Rom kommt in jüngster Zeit auch jene mit Brüssel dazu. » 13

Unfortunately, national or ethnic identity pol-itics rarely lead to acceptance of history. Even the concept of cultural heritage, promoted by the UNESCO, slows the stream of modernisa-tion instead of contributing to a dynamic con-cept of cultural memory that aims at “passing on the fire instead of leaving behind the ashes”. 14

70

50

10

1948-1951 1948-1951 1948-1951 1948-1951 1948-1951 1948-1951

SVPDCMSIPSIPSDIPCIPLI

Südtiroler Volkspartei (SVP)Democrazia Cristiana (DC), 1993 als Democrazia Cristiana - Partito Popolare Alto Adige (DC-Part.Pop.AA)Movimento Sociale Italiano (MSI), ab 1972 als Movimento Sociale Italiano - Destra Nazionale (MSI-DN) angetretenPartito Socialista Italiano (PSI oder SPI - Sozialistische Partei Italiens)Partito Socialista Democratico Italiano (PSDI), 1948 noch als Partito Socialista dei Lavoratori Italiani (PSLI) angetretenPartito Comunista Italiano (PCI oder KPI - Kommunistische Partei Italiens), 1968 im Wahlbündnis mit dem PSIUPPartito Liberale Italiano (PLI)

perc

enta

ge o

f vot

es |

legi

slat

ive

perio

d

22

The South Tyrolean demographical and politi-cal situation is changing.“The immigration from other Italian regions (…) gradually decreased” 15 due to autono-my regulations, whilst immigrants from other countries (Eastern Europe, Northern Africa, Asia etc.) are influencing and challenging the traditional collective identities, and the dualis-tic mentality in South Tyrol.

There are several possible scenarios for how citizens might react to the new situation, and what influence this will have on the historical-ly-grown rigid thinking: “unite against the newcomers, or try to inte-grate them into their community. (…) A possi-ble way out could be reinforcing the additional European identity.” 16

Such a European identity would inevitably lead to a shift in the perception of cultural identity, meaning that conflicts would develop in a political, rather than linguistic, context. We can observe that a development in the latter direction may already be taking shape because of the “rising acceptance of the non-ethnically

committed Green Party and the Italian-speak-ing candidate of the ethnically German Party SVP” 16 in the elections to the provincial Parlia-ment in 2003.

The search for collective identity in these inse-cure and confusing times is problematic because it is always connected to the devaluation of oth-er cultures. I think it is important to support the development of a mentality that sees cultural dif-ference as an enriching and crucial factor for hu-man development.

«Die Wertschätzung kultureller Differenz fördert eine Kultur der globalen Akzeptanz und wirkt damit dem Identitätskult entgegen. » 17

It is necessary to try and use different methods, but it would help the discussion to rediscover the “Kunst des philosophischen Streitgespräches”, to think dialectically, concretely and actively, in-stead of talking in rhethorical metaphors of hy-bridity. In this way, the citizen himself is asked to participate in discussions and engage actively to preserve cultural heritage in a way that helps our civilisation develop further.

70

50

10

1973-1978 1978-1983 1983-1988 1988-1993 1993-1998 1998-2003 2003-2008

SVPANGrüneUfSLadinsDie FreiheitlichenDC-Part.Pop.AAMSI-DNPCI (KPI)PDUPSI (SPI)SPS

Südtiroler Volkspartei (SVP)Alleanza Nazionale (AN), 1998 als Alleanza Nazionale - I LiberaliGrüne, 2008 im Wahlbündnis mit BürgerListeCivicheUnion für Südtirol (UfS)Ladins, 1998 als Ladins - Demokratische Partei Südtirols (DPS)Die FreiheitlichenDemocrazia Cristiana (DC), 1993 als Democrazia Cristiana - Partito Popolare Alto Adige (DC-Part.Pop.AA)Movimento Sociale Italiano (MSI), ab 1972 als Movimento Sociale Italiano - Destra Nazionale (MSI-DN) angetretenPartito Comunista Italiano (PCI oder KPI - Kommunistische Partei Italiens), 1968 im Wahlbündnis mit dem PSIUPPartei der Unabhängigen (PdU)Partito Socialista Italiano (PSI oder SPI - Sozialistische Partei Italiens)Sozialdemokratische Partei Südtirols (SPS)pe

rcen

tage

of v

otes

| le

gisl

ativ

e pe

riod

24

Globalisation leads to an implosion in which all cultures and time-zones are mixed. Michail Bakhtin sees “the polyphony of dia-logical processes [as a] fundamental sense of ‘simultaneity’, of ‘both/and’ instead of ‘either/or’.” 18 We are at the same time global, conti-nental and local. Although we are an increas-ingly united content, the national borders of Europe, and the soveriegnty they guarantee, have given birth to many different cultures and languages; they are not going anywhere. Eu-rope can therefore be understood as a mosaic rather than a melting pot of cultures, with lo-cal languages that support and carry identities that are opposed to each other. 19

«Wir leben in einem Paradox, in anhaltendem Unglauben, der so lange andauern wird, bis sich der Staub gelegt und der Widerspruch zwischen dem ich und dem Anderen, zwis-chen Nationalismen und Globalismus, zwis-chen Demokratie und staatlicher Kontrolle aufgelöst hat. » 20

26

“Südtirol ist ein Schmelztiegel der Kulturen und Gegensätze. Deutsche, Italiener und Ladiner leben hier mit- und nebeneinander.” 21

Even if South Tyrol describes itself as a melt-ing pot on its website, what has been said in the previous chapter applies to it as well. De-spite (or because of ) its Autonomy Statute, it is no melting pot but rather a cultural mosaic.22

L.D. Zinn reports thart there is, in fact, a social separation in a number of situations that led to the assumption that “the media consump-tion habits of Italian- and German-speaking South Tyroleans would indicate a predominant tendency for separate imagined communities.” She continues: ”separate school systems for the three major linguistic groups; separate sports clubs for both youths and adults; separate li-braries and music schools; separate Catho-lic church services and charity organizations; separate cultural associations; separate uses of urban space; and ... separate administrative in-stitutions within the apparatus of the all-im-portant Provincial government. ” 22

South Tyrol could be described as a hybrid, if one considers the term’s original meaning. In

its biological definition, a hybrid is no mix but rather a combination of elements that each keep their properties.

In postcolonial studies the word refers to the creation of new transcultural forms, originated through colonisation or migration. The resulting assimilation in the contact zone changes the relationships between the parties, creates different hybrid forms, and helps the re-articulation and invention of national ident-ites, origins, location, dislocation and culture. 23

Even if the attitudes towards hybridization have changed in recent decades, the concept of the hybrid originally had a rather negative connotation in Western culture, and often pro-vokes regressive and sterile reactions, such as irrationality and fear, and is still stigmatised.

«Such a bio-mythical imperative confirmed the choice of instrumental reason, pure identity, dualistic logic, anti-relativistic uni-versalism.» 4

The hybrid is a result of fragmentation and re-combination.

Culture and Hybrids

Num

eric

al R

elat

ion

betw

een

the

Lang

uage

Gro

ups

Auf geht’s Manda!

Sources (causes)

Technology

Ideology or Culture

Politics

Economy

Environment or Nature

Spheres

Body, Self

Family, Group

Class, Generation

Institution

Dynamics

Con�ict

Clash

Competition

Collaboration

Duration

Fads

Fashions

Lifestyles

Habits

Patterns

Evolution

Differentiation

Diffusion

Modulation

sudden/slow change

1910War

1921Italianisation

1961Protests - International Attention

19722nd Autonomy

Numerical Relation between the German and the Italian Language Group in Südtirol-Alto Adige{Notation system and comparison | Sarah KLammerSources: ASTAT Statistics- Linguistic Groups 1880-201 | www.provinz.bz.it}

28

«every universal is partial -every singular is plural -every purity is hybrid -every history is polyphonic -every taxonomy is anomic » 24

Donna Haraway considers it important to ac-cept our hybrid human nature and, instead of trying to escape from it into an ideal of unity, we should strive for the flexibility that helps us leave the duality behind, that creates as well as it destructs identities, categories, histories, re-lations etc.

The hybrid logic should be understood as a network of reciprocal cross-referencing. Through the enacted practice of contact and dialogue with each other, we can overcome the rigid structures of categories and identities that de-fine the borders between ‘the self ’ and ‘the oth-er’, that Jacques Derrida calls différance, and make them insignificant.Derrida and Vattimo suggest that what mat-ters, is not how one meets ‘the other’, but how one copes with the irritation of the ‘otherness’.

Through the flexibility of, and dissociation from, the borders between ‘the self ’ and ‘the

Language and globalisation play important roles in this process and are, at the same time, the product and the trigger of hybridisation. This is because they connect separate entities.

«Die Sprache ist zugleich Produkt und Aus-löser der Hybridisierung -wie Migration und Kreuzung treiben auch Sprachen die Hybrid-isierung voran, indem sie Gemeinsamkeiten von sonst nicht miteinander in Beziehung stehenden Entitäten zusammenführen. » 25

Nowadays hybrid cultures are challenging tra-ditional notions of nationality, going “beyond (not against) the tradition of a pure rationality.” 24 The hybrid and the diasporic stress the possi-ble coexistence of two incongruent entities and ‘the in-between’.

The new egalitarianism is based on the ap-preciation of differences, and favours a mul-ti-perspective communication process, and a democratic way of writing history. The chal-lenge of hybridity is, and will be, to move from a dualistic, to a pluralistic dialogue, and to evolve from an individual to a ‘multividual’.

terminology of standardization still shapes our linguistic landscape. “Indeed, we might say that we live in a soci-ety with a culture of monoglot standardization underlying the constitution of our linguis-tic community and affecting the structure of our various and overlapping speech communi-ties.”28

«Culture reflects the common meanings of a society. Cultural meaning, whether present-ed as a common language, visual images, or traditional forms of performance, is impart-ed through the recognizability and readabil-ity of the visual and written language [and] must be used, adapted, and protected.» 29

Culture is commonly transmitted through a country’s education system, entertainment in-dustry and commercial advertisements. This is because their language is traditional-ly the most adapted one at providing cultur-al content in an unambiguous and deliberate manner. The evolution of technology has a major influence on how this happens and who can engage in the process.

other’, it is possible to redefine them and to create new concepts of identification. Hybrid identities are able to move between discourses and, while doing that, reinvent and reposition themselves without the danger of losing what they are. The ‘praxis of irony’ states a good example of how to move between the limits of ‘yes’ and ‘no’, and can be seen as a hy-brid praxis of dialogue.

«Heterogenität ist weniger ein Zustand als vielmehr eine aktive Praxis des Umgangs mit dem Anderen.» 26

Bhabha points out the importance of the ”turning of boundaries and limits into the in-between spaces through which the meanings of cultural and political authority are negotiat-ed.” 27 Hybridity is a form of in-between space, where concepts of culture and origin can be re-thought, and where new concepts can emerge.

Signs that our society is already multilin-gual are everywhere, but the dualistic percep-tion and the dream of a unified society, with one unified culture, is still predominant, and a

30

Even if its effects on cultural property are not yet clear, technology is expected to:· empower cultures because these tools can be used for identification, interaction, entertain-ment, and exchange of ideas;· allow preservation of minority languages for communicating, teaching, and participating in the minority/majority dialogue;· enhance development and preservation of culture by aiding documentation of expres-sions of folklore;· provide new marketing opportunities for cul-tural resources, including performance, handi-crafts, the visual arts, and other cultural expression;· enable monitoring and policing of illicit ex-ploitation of cultural resources, because a sys-tem of rights without enforcement is merely an illusory right. 30

The globalisation of culture poses many ques-tions that are crucial to the way we define and handle culture in the present and in the future.Who can claim to ‘possess’ the past and control the perception of the present? What is the relationship between culture and intellectual property?

Topics of cultural heritage, conservation and progression; tradition and globalisation; mi-norities and migration; language and intere-thical communication are difficult and wide spead, particularly in Europe. In South Tyrol these questions are especially sensitive because of the region’s history and political situation. Nationalism in South Tyrol, the feeling of belonging to a specific group, is distinct and some say that the boundaries in between cul-tural groups are impossible to soften.

I perceive social change as inescapable. We can already observe that new generations, those that did not grow up during the World Wars, are more open to new perspectives and cultures. Migration from other countries is another in-evitable source of change in the South Tyro-lean situation. What the region needs is active citizens who engage in the discourse that leads towards the breaking of those borders that be-came so deeply anchored in the South Tyrole-an identity and mentality. Society has changed over time and this obliges us to considert the current situation with in a larger context and with a broader spectrum of tonalities.

To dissolve borders and limits, and turn them into in-between spaces in the way Bhabha de-fines them (see page 24), is progress. This, how-ever, can only happen with open and honest discussion, and the cultivation of a society through animated dialogue. It is up to these citizens to reveal taboos and remove the inter-social borders without destroying the whole.

Theories

34

Language plays an important role in South Tyrolean identity structures, and is politically charged. In the following chapter, I will pro-vide a short overview of the linguistic situation in the north Italian province and then, more generally, talk about different models of lan-guage and communication theory and explore the concepts behind and the role of communi-cation in the creation of notions of identity.

In 2004, 68% of young people in South Tyrol were only friends with other of their own lin-guistic group. Interlinguistic friendships are more common in cities, the working sphere and touristic areas. The use of the second lan-guage (L2 is the language learned or mastered after the first language, commonly called the ‘mother tongue’) is generally influenced by ter-ritory distribution. On both sides, poor learn-ing motivations of the L2 can be observed.

The mother tongue instruction is considered important and the two parallel school sys-tems treat the L2 as foreign rather than sec-ond language. The interest in other cultures and the (certificated) mastery of two languages

increases the opportunities in everyday and professional life and is a necessary qualification for jobs in provincial positions.31 (see Ethnis-cher Proporz)

Most of the world is multilingual, and the con-cept of a one-language state-nation is a problem-atic illusion. Apart from the ‘standard languages’ of German, Italian and Ladin, it is important to consider local dialects, forms of code switching (the switching between two or more language codes that hereforth I will refer to as ‘CS’) and paralinguistics, when talking about the character-istics of language in South Tyrol.

It is necessary to keep in mind that multilin-gualism is a multifaceted phenomenon, and that a lot of communication happens in infor-mal conversation, in which language plays an important role in identification with, or dis-tinction from, one or more social groups.

In the informal everyday interaction in South Tyrol, standard German is less common than standard Italian. Dialect and CS are insider ac-tivities that define a “we- and they-code”.

Language, Education & Identity

Lang

uage

Cat

egor

ies corporeal language

visual languageauditive languagenatural language

36

language is a composition of these categories. Dodman suggests that language can be con-sidered from two points of view: che cos’è -what it is and what its characteristics are- and che cosa se ne fa -how it is used and what its func-tions are. 42

Bakhtin, in what he calls ‘Dialogism’, sees dia-logue as the basic purpose of language, and the listener just as important as the speaker. 33

Language is, in every sense, communicative and solidary; social closeness and friendship demand a language that everyone involved in the conversation shares. If such a situation oc-curs in South Tyrol, the common language is usually Italian; German-speakers would often adapt to the linguistic needs of their peers.

For Italians living in South Tyrol, dialect has little prestige. For the German speaking South Tyroleans, on the other hand it has high pres-tige and is a strong marker of in-groups. The pluricentricity of the German language in South Tyrol is partly the result of a general in-security with standard German. At the same time, the dialects are an “obstacle

»Social structures, social identities and lin-guistic identities are all “talked into being” and are alternately constructed, accepted and rejected within the same conversation.» 32

Language helps us to construct realities and make sense of the world. Our ‘self ’ must there-fore be perceived as a linguistic creation.The positioning of our ‘selves’ within socio-lin-guistic constructs is more subtle than it might seem, because language is never mono-referen-tial nor unitary.

The human natural language should be thought of as a conglomerate in more than one way.Any national language is not only divided into different sociolects that are characteristic for specific groups (professional jargons, differ-ent age groups/ situations, authority etc.), but the natural language is, according to Mar-tin Dodman, more profoundly divided into the following categories: corporeal language (paralinguistic, movements, gestures, mimics etc.), visual language (symbols, images, col-ours, forms etc.) and auditive language (sound, rhythm, melody, noises etc.). The natural

pitch | rhythm | pace | pronunciation | accentuation auditive feedback | vibration

formality| articulation | poise | gender | tv

gestures | mimic | facial expressionsign language | posture | relationprint media | material

intensive interaction workshop

written language | typography | digital

touch | physical presence | texture

noise | rumours | music | radio

Lang

uage

Cat

egor

ies

38

to the learning and the use of German” for the Italian speaking South Tyroleans.

The recent Dialect Renaissance can be seen as attempt of resistance to the fear of losing one’s own traditions and roots through globalisation (mostly the case with older generations). The majority’s language is often linked to ob-jectification and depersonalization. Instead, the dialect creates a family-like communica-tion environment that can be seen as protest and defence against anonymous social rela-tions. This closeness, at the same time, mar-ginalises the people in the multilingual areas of South Tyrol. 34

Language can be seen and used as a power-tool because it creates ‘we- and they-codes’ that decide who is included or excluded in so-cial groups and professions. The use of a dialects, and code switching, de-pends on its acceptance in society. How re-gions or states handle education in areas with a high percentage of people that speak a second, or third, language varies significantly. Learning a second language is qualitatively

different from a certain age onwards. Early con-tact with the second language is therefore advan-tageous and should be stimulated.31 Whether dialect and/or code switching are accepted or even practised in classrooms, depends on school policy, cognitive concerns, classroom management concerns, values and attitudes in society, etc. Some schools even encourage the use of soci-olects and code switching. CS helps the non-native speakers of the taught language to ‘fill in the gaps’ and prevents a cultural shock for the children, who grow up in a environment where a second language or dialect is spoken.

The mismatch between the language spoken in their homes, and the grammatically correct language taught in school puts some students at a disadvantage.

It is important to “recognize the existence of the language system used by the children in their home community and to use that knowl-edge as a way of helping the children learn to read standard English”. (judge, cited in Smith-erman 200:155) 35

Lang

uage

Map

Italian, Sardinian, MonégasqueRomanian, Moldovan, Aromanian

GermanDutchEnglish

French and WalloonRomanishCatala, Franco ProvençalCastillan, Astur-Leonese, AragonesePortuguese and Galician

Polish, Kashubian, Masurian SorbianCzechSlovak

Germanic Romanic

Slavic

40

Sociolinguists theorized that children that are speakers of sociolects would benefit from early reading instructions in their own dialect. Sev-eral schools have introduced ‘dialect readers’ that offer a text in both, standard English and local dialect .Students taught with dialect readers improved quickly but, despite the promising results, more research needs to be done. Dialect read-ers have been abandoned because of negative reactions from other linguists and community members. 36

Variation is the norm in linguistic use. Accept-ing and supporting versatility in the right edu-cational way can improve the performance of vernacular speakers in school and at work, and in the social realm. 37 From linguists’ point of view, there is no language or dialect that is bet-ter than another. The relationship between the standard language and the national conscious-ness has developed further, and it can be no-ticed that there is a movement away from the ideal of a single, unitary linguistic, and cultural identity, and towards a crossing and fusing of plural identities. To promote and support this

development, society should maintain an open dialogue, as outlined in Derrida’s theory of the concept of différance (see page 22).

The perception of what communication is and how it works has evolved over time. Paul Watzlawick criticised the scientific ap-proach that studied a linear and one direction-al relationship between sender and receiver of a message, because it excluded many aspects. The discovery of the retroactive circular model changed communication theology. This retroactive model describes a chain reac-tion in which a produces b, which produces c, which produces d etc. Instead of being linear, the last element refers back to and classifies the first one. The result can either be negative -the stability is maintained- or positive. Positive retroaction causes instability and provokes change. Ap-plied to interpersonal relationships, this means that every person influences the behaviour of the other person in a reciprocal way. 43

Every message has to be negotiated between the sender and the receiver, and every message

has a feedback and influence on its surround-ing. In the process, all involved elements experi-ence change. Therefore, it important to know the receiver and the context when directing and send-ing a message in order to control how it is under-stood.

This theory provides hope that we can change the status quo in our interests through well-planned and directed communication.

42

The following is an excerpt from one of the in-terviews I conducted in the course of my re-search. The person interviewed here (female, 21) grew up in South Tyrol and was raised bilingual in German and Russian. She is flu-ent in the South Tyrolean Dialect, Italian and English and speaks Spanish and French. I knew the interviewed before and the interview was conducted in Dialect because it is the lan-guage in which the two of us used totalk pri-orly. I chose to show this transcript because it gives a good insight into the linguistic and so-cial situation in South Tyrol from the perspec-tive of a person that is local and foreigner at the same time.

Interview Excerpt

Weat bei enk in Südtirol in Hochdeutsch unterrichtet?

Kameradschaft also?

Jo wobei des isch so a Südtirol Hochdeutsch. Also man redet halt so und die Lehrer versuchen irgendwie eben das richtig zu übersetzen und rüberzu-bringen... also es isch schon irgendwie ondasch, a mehr heimatliches Hochdeutsch sozusogn und es weat a extrem komisch ongsegn wenn jemond iatz richtig Hochdeutsch redet in da Grundschule. Also di Lehrer missn schon Hochdeutsch sprechn oba irgendwia isch des decht no a so ah Kompromiss.

Oba des isch ah irgendwia, also wos i miterlebt hon, i hon holt als Kind extrem viel Fernseh gschaug und gern die gonzen Nochrichtnsprecha nochgmocht, also richtiges Hochdeutsch und hon mi no im Deutsch-unterricht hon i versuchacht des ebn richtig so auszusprechn und di Kinda bzw meine Mitschüler a bol ma schon älta woan hom des richtig als a Grund für Diskriminierung gnommen. Also sie hom noa richtig gmoant dass i und ah ondare Leit de ebm vasuacht hom richtig Hochdeitsch zu sprechen, dass se sich versuachn irgendwie besser darzustellen. Also isch di Sproche irgendwia olbm mei Identifikationsmittl gwesn also i woas a iaz oftramol wenn i... i moch ob und zua Auftritte und äh Poetry Slam und i sprich sem ebn richtigs Hochdeutsch, und no sogn die Südtiroler olbn zu mir -weil se wissn dass i Südtirolerin bin- “es tat die viel sympathischer mochn wenn du auf Südtirolerisch holt slammen tasch, net, also des isch so a Identifikation amfoch.

Genau, man versuacht...-und genau so in di Schualn vasuacht man des holt noa des Hochdeutsch: man muas zwoa mochn oba durch an Kompromiss vasuacht mans decht noa a bissl mehr ans Südtirolerische onzupassn irgendwia wohrscheinlich, weils dechtosch so fremd isch, fost wia an ondre Sproche eigentlich. Wos i gmerkt hon.

44

Also glabsch, dass Hochdeutsch vielleicht net so persönlich isch, und Dialekt kreirt irgendwie so a große Famile, In-Gruppe?

Jo wohrscheinlich schon, also man... man fühlt sich schon ongehörig, sicha. Ebn dadurch dass di Kindo normalerweise in Dialektsproche aufwochsn. Für a Kind ischs sicha -für mi iatz net so deswegen konn i für sem net guat sprechn ähm weil i jo dohoam olbm schon Hochdeutsch gret hon -oba für ondre Kindo de effektiv dahoam lei ersta Dialekt gredet hom und noa in die Schual kemmen und auf oanmol missn se Hochdeutsch redn -hel isch schon komisch irgendwia, jo.

Hmm jo, sog ma so also äh jetz meine russischen Freinde wos in Bozn sen de sprechn olle perfekt italienisch, viele ah ziemlich guat deitsch, obo ääähmmm s'isch glab i mehr die Erfohrung dass se dechtosch an Akzent hobm und he kimp net guat on ba Südtirola. Also sobold man heat dass a Person an Akzent hot noa krigsch du net in Job odo krigsch du net äh... ebm... hosch du net die Vorteile amfoch, weasch weniga akzeptiert. Mittlorweile ischs a bissl ondoscht, weil innerholb von zwanzing Joah hot sich viel verändert, oba... es isch ah iatz no, dass se olbn..also wenn in Gschäft zum Beispiel Vokäufo gsuacht wean, weat olbm noch „Einheimischn“ gfrogt und ah wenn zum Beispiel ähm viele Ausländo a höhere schulische Ausbildung hobm und mehr Sprochn sprechn zb... jo viel mehr Sprochn fließend sprechn, no hom se decht liabo Einheimische wos, ah wenn sie zum Beispiel jetz lei deitsch und italienisch redn … wo vielleicht da ausländo ah französisch redet, russisch, wos jetz extrem wichtig isch... …

I hon viele Freinde do in da Universität de aus Russlond kemmen. Also sie hängen, wie sog mans, sie treffen sich lei mit die Gruppm mit ondre russische Freunde weil si sogn ebm zu die Südtiroler finden sie oanfoch koan Bezug uuund... hot oba mehr woahscheinlich mit do Mentalität ah zi tean

Isch Sprache da vielleicht ah a Grund?

...und holt vielleicht in Dialekt net perfekt beherrscht

Jo, logisch -na, oba i glab des isch wirklich so a Faktor von Sympathie ...weil … ...

...i glab schon ebm, weil ah wia des ba mir isch wenn die Leit zu mir kemn und zu mir sogn: Ma wenn du Südtirolarin bisch wiso redesch net Dialekt, hel mocht die viel sympathischa“ -praktisch dass se sich irgendwia genau in do ondren Person anfoch wiedofindn und wenn jetz woarscheinlich jemond a ondare sproch oda an ondern Sprochnhintagrund hot noa -i merks jetz bei mir ah wenn i zum Beispiel äh Summojobs gsuach hon odo so nor steat auf mein Curriculum obm i sprich Russisch ...„Wos wieso sprich du russisch?!“ Noa: „Jo mei Mama isch Russin..“ - „Ah, obo du bisch schun do aufgwoxn?!“ -“jojo“- „Ah, guit.“Hah jo es klingt zach obo logisch net olle, also jetz ischs viel mehr offener, obo isch ma schun oftramol passiert... oba jo, boh.

...dass man “zomholtet”?

46

The term ‘stereotype’ has a negative conno-tation in everyday use. In social sciences, it describes the principals of organisation and categorisation that help the individual make sense of a highly diversified and complex world, and the term is free of any normative value judgement. In this way, a stereotype can offer us a restricted image of the world in order to make the reality more easily understandable. This image is obviously incomplete and cannot do justice to the individual. 45 Such opinions are not always reflected upon and recognized as stereotype. When this happens, and the mindset is rigidified and stablised, the stereo-type can turn into a prejudice and define our decision-making.

The individual is in a dialectical relation with its social context, which suggests that every in-dividual identity is a social one. The human be-ing is a social and gregarious animal and every individual is classed in a social category. The individual, to demonstrate belonging to a spe-cific group, often reflects social stereotypes as-sociated with it. The result is that society that is divided into different subcategories defined

by characteristics such as proper languages (jargons). It is possible for the individual to both, prejudge a group of people and interact with them as friendly individuals in different situations. Language is an important means of construction for these realities.

«Sprache ist Wissen und schafft Wissen zu-gleich»46

Language is knowledge, and it creates knowl-edge because it creates both, linguistic catego-ries and social stereotypes e.g. ‘der Walsche’. The bilingual person in South Tyrol is continuously confronted with situations that require assign-ing people into language categories based on their stereotypical features, to determine how to approach them. This is both a necessity and a natural behaviour, as well as a social and po-litical construct imposed from above. Stereo-typing happens mostly on an unconscious level and is, in many respects taboo to directly refer-ence. In a growing multilingual, multicultural, multiethnic, multividual culture, the strict du-alistic thinking that is practised in South Tyrol is outdated and unable to meet the demands of

Stereotype, Prejudice & Taboo

a highly diversified society. The region needs a more flexible way of organising the social reality; it must not lose the protection of its diversity and should encourage a diverse soci-ety. This evolution of the general mindset is a transformation that can be initiated through an ongoing campaign that raises public con-sciousness. Itmust grow from the will of the people and cannot be imposed by authority. It will be a long process, in which the conscious experience of ‘otherness’ and interaction with ‘otherness’ is key. It is the politicised action of categorisation, that became too much of our private reality, that I want to criticise in my design intervention.

Methods

50

Environmental LetteringArchitecture and planning are shaping the cityscape in a most profound way. The impor-tant role of environmental lettering is not of-ten considered as important for shaping this image. The research that has been conducted is intentionally visual. I have been walking, as precisely as possible, in the circle that I drew on the city map of Bolzano-Bozen (by blind-ly placing a salt shaker on it). This method al-lowed me to take a random sample of the city environment. I photographed characteristic and/or interesting lettering that I encountered and then analysed and organised it in different categories. The process was based on a random procedure and, even if the selection of what I was going to document was based on three predefined categories, the process was most-ly intuitive, but not without structure. In the following pages you will find the summary of the most interesting lettering documented and sorted into different themes: ‘indicating the way’, ‘advertisement and provincial commu-nication’, ‘shop signs and multiculturality’ and ‘individual interventions’.

The tendencies of how to treat multilingualism that I observed were the following: · parallel word-by-word-translation· non-parallel translations that highlight dif-ferent aspects and connotations

· proper names· cognate words that are similar in both languages· use of english terms· use of only one language, mostly in private communication done by individuals for no commercial purpose

Envi

ronm

enta

l Let

terin

g

52

Envi

ronm

enta

l Let

terin

g

54

Bolz

ano

Stre

et M

ap

56

Design StudiesWhere and how can design engage in identi-fying and evaluating a problem, educating the public and changing perception and behav-iour? In order to answer these questions, I will refer to different design theories, and define the outlines of my design experiment.

Clive Dilnot’s definition of design as a “nego-tiation of incommensurabilities” suggests that design is an ongoing process of creating a dia-logue between two different elements. This negotiation happens the moment a prob-lem presents itself.

The problems that design is concerned with, however, cannot be reduced to a single and cal-culated solution (e.g. technology). Design moderates the dialogue between seem-ingly incompetible elements. 38

“By definition, a design study presents a con-trolled intervention in a multi-factor envi-ronment (a classroom, institution or social group).” 39

Design experiments are carried out to develop and test theories.

«Design theory explains why designs work and suggests how they may be adapted to new circumstances. Therefore, like other methodol-ogies, design experiments are crucibles for the generation and testing of theory. «40

The designer should think about the follow-ing questions regarding the consequences of his intervention:“What is the cost of adopting the innovation and the related opportunity cost of abandon-ing the current practice? What must a member of the community ex-change for an innovation in terms of time, commitment, social standing, or energy?...

Effective design begins in an unconstrained stage in which effort is directed at deciding if the problem is a problem, brainstorming solu-tions, and studying prior attempts”41

Throughout the process, the designer under-goes exploration and expansion, testing and prototyping, for the diffusion of the developed innovation.

V. Papanek, conceptual map of Design for the Real World (1971)

V. P

apan

ek, c

once

ptua

l map

of D

esig

n fo

r the

Rea

l Wor

ld (1

971)

58

I conducted my research on three different levels: · A literary research of the historical, political, demographical, linguistic and cultural analysis of the South Tyrolean Background; · A photographic context exploration of the place of interaction (the city of Bolzano-Bozen);· Informal interviews with citizens of different cultural and social backgrounds; · Research of existing projects of a related topic

The social and ethnic part involved in the con-ceptual nature of this project requires a short explanation of my own background, and why, and in what way, this topic is relevant to me.I grew up at the border between South Tyrol and Austria, and was, consequently, in early contact with South Tyrolean culture. South and East Tyrol share many cultural aspects such as dialect, landscape etc. The cultur-al exchange and interaction, in the border re-gion in which I grew up, was prevalent intense and present in my in everyday life, and cul-tural differences were often stereotyped. Af-ter highschool I moved to South Tyrol, and I have been living and studying there for almost four years. Though I identify with the German

South Tyrolean group at university, most of my friends are from different parts of Italy, and Italian is the language I use in my daily life. When my initial overwhelming enthusiasm for the multicultural, and multilingual, Uni-versity experience subsided, I started to real-ise that not everything was as integrated as it first seemed. I had become part of the ‘Italian group’ of University students and, noticeably, excluded from the ‘German’ one. This does not mean that there was not friend-ly interaction between the groups, but I reiter-ate that there are two distinct social groups. I have become increasingly aware that the mul-tilingual South Tyrol is, in fact, a collection of citizens who speak a variety of languages rather than a society in which each individual speaks many. I do not mean to say that there are not ongoing discussions about language difficulties and divided social groups. There is widespread passivity amongst the South Tyrolean people, and this must change in order to avoid the es-tablishment of a segregated society.

The patterns and practices of categoriza-tion and stereotyping are the unavoidable

Des

ign

Stra

tegy

60

byproduct of our highly complex and differen-tiated world. Many processes of stereotyping happen unconsciously. Often we need to rely on external agents that mirror our behaviour in order to comprehend it ourselves. Commu-nication through design can help accomplish this in a way that effects a group of people rather than a single person. In my design project, I will attempt to raise awareness for the daily categorisation that is based on linguistic features, and is especially present in South Tyrol. In this process, it will be crucial for me to reveal taboos and estab-lished stereotypes, and to discover situations and places that are characteristic of our daily interaction with ‘otherness’.

Project

64

The cohabitation of different cultures, and the communication between different language groups, is a world wide predicament. Europe is a composite of countries, cultures and lan-guages. The increasing interconnectivity, and a world that is fast becoming a global commu-nity, makes topics of culture, individuality, de-mocracy and language important.

South Tyrol with its autonomic status is not an exception, but is a rather special case. The changing ethnic situation in the Dolomite province demands a new consciousness: a local, a European and a global one. The larger the context the more familiar local structures be-come. South Tyrolean society is politically and culturally divided into two historical groups that distinguish themselves by their language. This dualistic system is politically sustained and is doing a remarkable job in guarantee-ing minority rights, and the right to perform culturally specific activities.The rigid thinking and acting that maintains the dualistic system is outdated considering the present social evo-lution, and the increasing involvement of other ethnic groups. The region needs a new, more

flexible way of cultural categorisation; it must fulfill the needs of a highly individualistic, or even multividualistic, society.Given its historical background, this transfor-mation is especially sensitive in South Tyrol. It is therefore all the more important to confront society with categorisational patterns that are shaping their ambiguous reality, and colouring daily interaction with each other. This system requires a strong sense of belonging to and/or distinction from a collective, and is almost en-tirely based on the spoken language.

It is up to citizens to unite against a system of politically loaded categorisation.It is predictable, and in some cases already ob-servable, that a movement away from linguistic separation is taking shape. It is also clear that this development needs to be encouraged, but must be a movement that grows from below. Communication through design plays a crucial role in this. Only through the cultivation of a culture of open dialogue is it possible to turn limits and boundaries into doorsteps, into in-between spaces that foster cultural exchange. The fear of losing one’s cultural identity is not

Conclusion & Project Definition

exclusive to South Tyrol. This fear is deeply an-chored in the civilian one-state-one-language mentality, and is politically instrumentalised. That cultures in direct contact with one anoth-er experience change through communication is inevitable and natural; language is no rigid structure, it is in a continuous process of adap-tation and distinction and is therefore histori-cally recent. In a fast developing world, rigid structures are destined to break into pieces and the state-language construct will have to be re-thought. I want to propose an alternative con-cept of a flexible bond between the individual and the state in which language is no prime criteria. This shift in perception would help to unhinge the fear of globalisation, and prevent the resulting nationalism from damaging soci-etal growth. My concept promotes a lived culture that aims to pass on the passion, rather than conserving the ashes, and that focuses on the now without negating an active conversation with the past. It denounces the rigid, collective categorisa-tion which the South Tyroleans are obligated to identify with and that leaves them no option but to take sides.

My design will take shape in the form of an ironic and provocative intervention that will reveal stereotypes and make the taboo acts of categorisation visible in public discussion.

66

1 Gardner-Chloros P. (2009): Code Switch-ing. Cambridge University press: New York

2 Eichinger L. (2001): Die soziolinguistische Situation der deutschen Sprachgruppe inSüdtirol. In: Angerer, Barbara(2010) Indi-viduelle und institutionelle Zweisprachigkeit : Das besondere Spannungsfeld in Südtirol. Maîtrise : Univ. Genève, 24

3 Baur S., Mezzalira G., Pichler W. (2009): Die Sprache der Anderen. Aspekte derSprachen- und Schulpolitik in Südtirol von 1945 bis heute. In: Angerer, Barbara(2010) Individuelle und institutionelle Zweisprachig-keit : Das besondere Spannungsfeld in Südti-rol. Maîtrise : Univ. Genève, 27

4 ASTAT (2006): (Ed.): Südtiroler Sprach-barometer 2004. Sprachgebrauch undSprachidentität in Südtirol. In: Angerer, Bar-bara(2010): Individuelle und institutionelle Zweisprachigkeit : Das besondere Spannungs-feld in Südtirol. Maîtrise : Univ. Genève, 28

5 Voltmer L., Lanthaler F., Abel A., Ober-hammer M. Insights into the linguistic situ-ation of South Tyrol. In: Abel A., Stuflesser M., Voltmer L. Aspects of Multilingualism in

European Border Regions. Europäische Aka-demie Bozen: Bozen, 213)

6 United Nations General Assembly (1992): Declaration on the Rights of Per-sons Belonging to National or Ethnic, Reli-gious and Linguistic Minorities. http://www.un.org/documents/ga/res/47/a47r135.htm (10.01.2013)

7 Capotorti F.: Study on the Rights of Persons Belonging to Ethnic, Religious and Linguis-tic Minorities. In:Angerer, Barbara (2010): Individuelle und institutionelle Zweisprachig-keit : Das besondere Spannungsfeld in Südti-rol. Maîtrise : Univ. Genève, 21

8 Eichinger L. (2006): Soziolinguistik und Sprachminderheiten. In: Angerer, Bar-bara(2010): Individuelle und institutionelle Zweisprachigkeit : Das besondere Spannungs-feld in Südtirol. Maîtrise : Univ. Genève, 25

9 Rindler-Schjerve R. (2006): Minderheit. In: Angerer, Barbara(2010): Individuelle und institutionelle Zweisprachigkeit : Das be-sondere Spannungsfeld in Südtirol. Maîtrise : Univ. Genève, 22

10 Eichinger L. (2006): Soziolinguistik und

Bibliography

Sprachminderheiten. In: Angerer, Bar-bara(2010): Individuelle und institutionelle Zweisprachigkeit : Das besondere Spannungs-feld in Südtirol. Maîtrise : Univ. Genève, 22

10a ASTAT(2001): Volkszählung 2001 - Be-rechnung des Bestandes der drei Sprach-gruppen in der Autonomen Provinz Bozen-Südtirol. http://www.provinz.bz.it/astat/download/mit17_02.pdf (12.01.2013)

10b ASTAT (2011) Volkszählung 2011 - Be-rechnung des Bestandes der drei Sprach-gruppen in der Autonomen Provinz Bozen-Südtirol. http://www.provinz.bz.it/astat/de/volkszaehlung/aktuelles.asp?aktuelles_action=300&aktuelles_im-age_id=590171 (14.01.2013)

11 Vogt M.T., Sokol J., Bingen D., Neyer J., Löhr A. (2010): Minderheiten als Mehrwert. Peter Lang GmbH: Frankfurt am Main, 188f. http://books.google.at/books?id=Jgz_3AbytTQC&pg=PA203&lpg=PA203&dq=S%C3%BCdtiroler+Sprachbarometer+2004&source=bl&ots=KzDgVyXxiW&sig=WB7gRCvoCn4GTJqxD5GQXcnI5VY&hl=en&sa=X&ei=VCb0UJn1F4yRswbG

toCwDw&redir_esc=y#v=onepage&q=S%C3%BCdtiroler%20Sprachbarometer%202004&f=false (14.01.2013)

12 Hirsch A., Rantasa P.: Strom ohne Wiederkehr- Für eine Dialektik kulturel-ler Modernisierung. In: Stocker G., Schöpf C.(2005) Catalog Ars Electronica 2005: Hybrid -living in paradox. Hatje Cantz: Ostfildern-Ruit, 137

13 Gesellschaft für bedrohte Völker (2000): Die Südtiroler Volkspartei-Erfolgreiches Mod-ell einer ethnoregionalen Partei. Trends und Perspektiven. http://www.gfbv.it/3dossier/svpklagenfurt.html (12.01.2013)

14 Hirsch A., Rantasa P.: Strom ohne Wiederkehr- Für eine Dialektik kulturel-ler Modernisierung. In: Stocker G., Schöpf C.(2005) Catalog Ars Electronica 2005: Hybrid -living in paradox. Hatje Cantz: Ostfildern-Ruit, 138

15 Voltmer L., Lanthaler F., Abel A., Ober-hammer M. Insights into the linguistic situ-ation of South Tyrol. In: Abel A., Stuflesser M., Voltmer L. Aspects of Multilingualism in European Border Regions. Europäische

68

Akademie Bozen: Bozen, 21717 Hirsch A., Rantasa P.: Strom ohne

Wiederkehr- Für eine Dialektik kulturel-ler Modernisierung. In: Stocker G., Schöpf C.(2005) Catalog Ars Electronica 2005: Hybrid -living in paradox. Hatje Cantz: Ostfildern-Ruit, 138

18 Farmer F.(1998): Landmark Essays on Bakhtin, Rhetoric, and Writing. Lawrence Erlbaum Associates, Inc., 146. http://books.google.it/books?id=uB1hNgTdl1UC&pg=PA146&lpg=PA146&dq=michael+bakhtin+dialogueical+as+a+polyphony+in+the+sense+of+a+simultaneity&source=bl&ots=WtpWa8inYq&sig=Rm6uA8cnHWDlSHGA6bJjqUQtUwQ&hl=en&sa=X&ei=ox78UKLMCobRsgbGsoGwBQ&redir_esc=y#v=onepage&q=michael%20bakhtin%20dialogueical%20as%20a%20po-lyphony%20in%20the%20sense%20of%20a%20simultaneity&f=false (14.01.2013)

19 cf. De Kerckhove D.: Hybrid: Elemente einer Remix-Kultur. In: Stocker G., Schöpf C.(2005) Catalog Ars Electronica 2005: Hybrid -living in paradox. Hatje Cantz:

Ostfildern-Ruit, 1920 cf. De Kerckhove D.: Hybrid: Elemente

einer Remix-Kultur. In: Stocker G., Schöpf C.(2005) Catalog Ars Electronica 2005: Hybrid -living in paradox. Hatje Cantz: Ostfildern-Ruit, 21

21 Südtirol: Südtirol erleben- mit all seinen Fac-etten. http://www.suedtirol.info/de/ )

22 cf Zinn, D. L. (2012): Not a Backlash, but a Multicultural Implosion from Within: Uncer-tainty and Crisis in the Case of SouthTyrol ’s “Multiculturalism” . EASA Workshop 2012: Working Papers. Paper 6., 2 http://scholar-works.umass.edu/chess_easa/6

23 cf. Bhaba, H. K.(1994): The Location of Culture. In: Stocker G., Schöpf C.(2005) Catalog Ars Electronica 2005: Hybrid -liv-ing in paradox. Hatje Cantz: Ostfildern-Ruit, 38

24 Canevacci M.: Hybridentities: Syncretic cultures-diasporic subjectivities-hybrid identi-ties. In: Stocker G., Schöpf C.(2005) Cata-log Ars Electronica 2005: Hybrid -living in paradox. Hatje Cantz: Ostfildern-Ruit, 64f.

25 De Kerckhove D.: Hybrid: Elemente einer

Remix-Kultur. In: Stocker G., Schöpf C.(2005) Catalog Ars Electronica 2005: Hybrid -living in paradox. Hatje Cantz: Ostfildern-Ruit, 18.

26 Puff M.: Agieren im Zwischenraum- Gedanken zu einer Ethik der hybriden Iden-tität. In: Stocker G., Schöpf C.(2005) Catalog Ars Electronica 2005: Hybrid -liv-ing in paradox. Hatje Cantz: Ostfildern-Ruit, 63

27 Bhabha, H. (1990): Nation and Narration. In: Mitchell K.(1997): Different Diaspo-ras and the Hype of Hybridity. http://www.praxis-epress.org/CGR/19-Mitchell.pdf (08.01.2013)

28 Silverstein M. (1987): Monoglot ‘Standard’ in America: Standardization and Metaphors of Linguistic Hegemony. Woking papers No. 13: http://www.sas.upenn.edu/transcult/pubwor13.html

29 Steiner C. Esq., General Counsel, The J. Paul Getty Trust (1998): Intellectual prop-erty and the right to culture., 1. http://www.wipo.int/tk/en/hr/paneldiscussion/papers/pdf/steiner.pdf (10.01.2013)

30 Steiner C. Esq., General Counsel, The J. Paul Getty Trust (1998): Intellectual prop-erty and the right to culture., 14. http://www.wipo.int/tk/en/hr/paneldiscussion/papers/pdf/steiner.pdf (10.01.2013)

31 cf. Voltmer L., Lanthaler F., Abel A., Oberhammer M. Insights into the lin-guistic situation of South Tyrol. In: Abel A., Stuflesser M., Voltmer L. Aspects of Multi-lingualism in European Border Regions. Eu-ropäische Akademie Bozen: Bozen, 204 et seqq.

32 Cashman H. (2005): Identities at play: lan-guage preference and group membership in bilingual talk in interaction. In: Gardner-Chloros P. (2009): Code Switching. Cam-bridge University press: New York, 87

33 Bayley R., Lucas C.(Ed.)(2007): Socio-linguistic Variations-Theories, Methods, and Applications. Cambridge University Press: New York, 107, 109

34 cf. Voltmer L., Lanthaler F., Abel A., Oberhammer M. Insights into the lin-guistic situation of South Tyrol. In: Abel A., Stuflesser M., Voltmer L. Aspects of

70

Multilingualism in European Border Regions. Europäische Akademie Bozen: Bozen, 229, 205, 220, 230f

35 Bayley R., Lucas C.(Ed.)(2007): Socio-linguistic Variations-Theories, Methods, and Applications. Cambridge University Press: New York, 241

36Bayley R., Lucas C.(Ed.)(2007): Socio-linguistic Variations-Theories, Methods, and Applications. Cambridge University Press: New York, 240

37 Bayley R., Lucas C.(Ed.)(2007): Socio-linguistic Variations-Theories, Methods, and Applications. Cambridge University Press: New York, 276

38 Dilnot C.(2006): A new thin red line world?, Multivocality and design. Web ver-sion of The Radical Designist (Vol. 1), 11.http://www.iade.pt/designist/issue_00.html

39 Direkov N. A.(2003): Bilingual By Design: A Design Study of Toy Design and Material Play Culture for Children Bilingual in French and English. Massachusetts Institute of Technology; 60

40 Cobb P., Confrey J., DiSessa A., Lehrer R., Schauble L. (2003): Design Experi-ments in Educational Research. Web version of Educational Researcher (Vol. 32, No. 1), 1 http://www.ethiopia-ed.net/imag-es/2143129972.pdf

41 Zaritsky R., Kelly A. E., Flowers W., Rogers E., O’Neil P. (2003): Clinical De-sign Sciences: A View From Sister Design Efforts. Web version of Educational Re-searcher (Vol. 32, No. 1) http://bama.ua.edu/~jstallwo/CEE_Strand5/Zarit-sky%20etc.pdf

42 Dodman M. Capitolo 1 Linguaggio e lingua: caratteristiche e funzioni. via mail

43 Watzlawick P., Beavin J. H., Jackson D. D. (1971): Pragmatica della Comunicazione Umana- Studio dei modelli interattivi delle patologie e dei paradossi. Casa Editrice As-trolabio- Ubaldini Editore: Roma. 23f

44 Coates, G. Dr. (2009): Notes on Commu-nication -A few thoughts about the way we interact with the people we meet. 168; http://www.wanterfall.com/Downloads/Commu-nication.pdf

45 cf. Petersen T., Schwender C. (Ed.)(2009.): Visuelle Stereotype. Herbert von Halem Verlag, Köln. 110

46 cf. Hort R. (2007): Vorurteile und Stereo-type- Soziale und dynamische Konstrukte. VDM Verlag Dr.Müller e.K. und Lizen-zgeber, Saarbrücken. 56f, 87

72

p. 13 Location of South Tyrol: Südtirol Wein: http://www.altoadigewinesusa.com/wp-content/uploads/2011/11/alto-adige-map.jpg

21, 23 percentage of votes in legislative pe-riods: Südtiroler Landtag: Ergebnisse der Landtagswahlen seit 1948. http://www.landtag-bz.org/de/wahlen/ergebnisse-landtagswahlen-archiv.asp

27 Analysis of Social Change- Numerical Relation between the Language Groups: Landesinstitut für Statistik ASTAT: Bevölkerung Popolazione. http://www.provinz.bz.it/astat/download/JB11_K3.pdfDr. Walsch C. (2012): Doktoranden-workshop “Wirtschaft und Wohlstand in Mitteleuropa im Vergleich. 1867 bis zur Gegenwart. http://www.an-drassyuni.eu/donauinstitut/veran-staltungen/berichte-und-fotogalerie/doktorandenworkshop-wirtschaft-und-wohlstand-in-mitteleuropa-im-ver-gleich-1867-bis-zur-gegenwart.html

41 Language Map of Indo-Europe: http://www.worldsstrangest.com/wp-content/plugins/wp-o-matic/wscache23/98f45_Language-map-of-Europe-500x681.png

65 Düllo T., Liebl F.(Ed.) (2005): Cultural Hacking-Kunst des Strategischen Handelns. SpringerWienNewYork: Wien Austria. 241f., 226f.

66 Hirsch A., Rantasa P.: Strom ohne Wiederkehr- Für eine Dialektik kultureller Modernisierung. In: Stocker G., Schöpf C.(2005) Catalog Ars Electronica 2005: Hybrid -living in paradox. Hatje Cantz: Ostfildern-Ruit, 220

66 salto bz: Nachrichten- und Community-portal. http://www.salto.bz/

67 Gummerer H., Hack F. (2012): Total alles über Südtirol. http://www.folioverlag.com/info/sachbuecher/kulturgeschichte/de/978-3-85256-607-8

67 Autonome Provinz Bozen- Voluntariat per les llengües. http://www.provinz.bz.it/italienische-kultur/sprachen/1794.asp

Images and Graphics Source

74

Aktiv für Kinder -Elternfilmehttp://www.a4k.de/downloads/elternfilme/videos/babys-sprache/babys-sprache-spre-chen/http://www.a4k.de/downloads/sprachent-wicklung-downloads.html

Arbeitsmarkt:http://www.apollis.it/17d839.htmlhttp://www.provinz.bz.it/arbeit/arbeits-markt/929.asp

Bilingual Aesthetics: http://books.google.it/books/about/Bilingual_Aesthetics.html?id=ORGiEfyX48cC&redir_esc=y Speech and language therapists: http://www.rcslt.org/members/publica-tions/linguistic_minorities

Bilingual by Design -Talking toys (MIT): http://cms.mit.edu/research/theses/Nadya-Direkova2003.pdf

Bilingual Design/ Museum: http://www.nisenet.org/catalog/tools_guides/bilingual_design_guide

Bilingual Design Styles: http://www.newport.ac.uk/about/de-partments/humanresources/Documents/

BilingualDesignStyles.Bilingue:

http://www.eurac.edu/staff/AAbel/Docu-ments/Forer_Paladino_Vettori_Abel_bilin-guismo_AA_Cristallo_2008_L_1.htm

Bilingual Games-Literary investigations: http://www.powells.com/biblio?isbn=9781403960122s

Bilingual School communities: http://www.mec-bc-bilingualproject.com/default.aspx

Bilingual Speech-Language Pathologist: http://www.bilingualtherapies.com/bilin-gual-symposium/2012/

Bookstart: http://www.provinz.bz.it/kulturabteilung/jugendarbeit/3022.asp

Cultura plurilingue: http://www.gebi.bz.it/bilinguismo/?p=84

Culture definition: http://www.sas.upenn.edu/transcult/pub-wor49.html

Growing up bilingual: http://www.growingupbilingual.org/pro-jects/

Further Reading

History in Pictures:http://www.provinz.bz.it/729212/de/foto-gallerie/1972.asp\

Iniziativa Popolare (democrazia diretta): http://www.dirdemdi.org/it/progetti-attu-ali.html

Interviste:www.eurac.edu/staff/AAbel/Docu-ments/Forer_Paladino_Vettori_Abel_bi-linguismo_AA_Cristallo_2008_L_1.htm#sdendnote2sym

Jugend Kulturhttp://www.provincia.bz.it/cultura/giova-ni/1873.asp

Konzentrationslager:http://www.lager.it/bolzano.htmlhttp://www.comune.bolzano.it/Upload-Docs/6714_Lager_BZ_it.pdf

Kuturhauptstadt, Podcast -Tomassini:http://podcasting.provinz.bz.it/cultura/in-dex.php?id=178

Language and Culture: www.sas.upenn.edu/transcult/prolan.html

Language Games: http://www.ettoibooks.eu/english-lan-guage-games-c-54_55?sort=20a&page=2

Literaturliste: http://www.sas.upenn.edu/transcult/pubcsb.htmlhttp://www.sas.upenn.edu/transcult/pub-wor.html

Manifesto Alto Adige 2019:http://manifesto2019.wordpress.com/man-ifesto/

Mehrsprachigkeitsbarometer:http://www.provinz.bz.it/kulturabteilung/download/Mehrsprachigkeitsbarometer.pdf

Minderheiten als Mehrwert:http://books.google.at/books?id=Jgz_3AbytTQC&pg=PA203&lpg=PA203&dq=S%C3%BCdtiroler+Sprachbarometer+2004&source=bl&ots=KzDgVyXxiW&sig=WB7gRCvoCn4GTJqxD5GQXcnI5VY&hl=en&s-a=X&ei=VCb0UJn1F4yRswbGtoCwDw&redir_esc=y#v=onepage&q=S%C3%BCdtiroler%20Sprachbarometer%202004&f=falsemonoglot standardization: http://www.sas.upenn.edu/transcult/pubwor13.html

Plurilinguismo, Genitori in Campo: http://riccardodellosbarba.wordpress.com/2008/05/23/plurilinguismo-genitori-in-campo/

76

Rahmenlehrpläne: http://www.apollis.it/17d1623.htmlvorlesestudiehttp://www.stiftunglesen.de/vorlesestudie

Reasons why a bilingual society erodes a na-tion’s unity:

http://www.helium.com/items/472422-reasons-why-a-bilingual-society-erodes-a-nations-unity

Rescuing history from the Nation-State: http://www.sas.upenn.edu/transcult/pub-wor48.html

Rhetoric and the Constitution of Social Re-lations:

http://www.sas.upenn.edu/transcult/pub-wor22.html

Scuola Bilingue a Bolzano: Il Progetto delle Elementari Continua alle Medie:

http://altoadige.gelocal.it/cro-naca/2010/07/28/news/scuola-bilingue-a-bolzano-il-progettodelle-elementari-continua-alle-medie-1.4145527

Scuola e Bilinguismo in Consiglio provin-ciale a Bolzano:

http://www.gebi.bz.it/bilinguismo/

Scuola Manzoni, Bolzano: l’alfabeto si in-segna bilingue:

http://altoadige.gelocal.it/cro-naca/2011/04/13/news/bolzano-scuola-manzoni-l-alfabeto-si-in-segna-bilingue-1.4226628

Sezioni Bilingui in tutte le Scuole Elemen-tari, Bolzano:

http://altoadige.gelocal.it/cro-naca/2011/01/09/news/bolzano-sezioni-bilingui-in-tutte-le-scu-ole-elementari-1.4189019

Slubfurt (Ars electronica): http://www.slubfurt.net/d_start.html

Song:http://www.youtube.com/watch?feature=player_embedded&v=XwDparhSFQA#!http://de.metapedia.org/wiki/Geschichte_S%C3%BCd-Tirols

Speech and Language Therapy Services for Bilingual Children in England and Scot-land: A Tale of Three Cities:

http://www.lingref.com/isb/4/124ISB4.PDF

Sprachenfinder:http://www.provinz.bz.it/kulturabteilung/weiterbildung/ekko-sprachenfinder.asp

Sprachen -Forschungsarbeiten:http://www.provinz.bz.it/kulturabteilung/weiterbildung/kleine-sprachenbibliothek.asp

Sprachkurse:http://www.alphabeta.it/378.html

Sprachprojekte:http://www.provinz.bz.it/kulturabteilung/weiterbildung/gute-praxis-sprachprojekte.asp

Tandem:http://www.cultura-socialis.it/it/home/2012/progetti-2012/informale/par-liamoci-in-tedesco.htmlwww.infovol.it

Text and Social Action: http://www.sas.upenn.edu/transcult/protsa.html

Toponomia Streit :http://www.wallstreetitalia.com/arti-cle/1434461/il-sud-tirolo-sta-diventando-germania.aspxhttp://247.libero.it/focus/23166018/1/

il-sud-tirolo-sta-diventando-germania/http://altoadige.gelocal.it/cron-aca/2012/10/09/news/i-cartelli-bilingui-du-rano-solo-un-giorno-sabotati-1.5827006

Translation: https://ejournals.library.ualberta.ca/index.php/TC/thesis

Ufficio Bilinguismo e Lingue Straniere :http://www.provincia.bz.it/cultura/formazione/1159.asp

Virtual Museum of Games: http://www.gamesmuseum.uwaterloo.ca/VirtualExhibits/Map%20Games/Canada/ohcanada.html

Background & LogicsTheories

MethodsProject

with special thanks to: Prof. Kris Krois, Prof. Dr. Gerhard Glüher, Dr. Dodman Martin, Prof. Dr. Franceschini Rita, Dr. Mattozzi Alvise, Prof. Matteo Moretti, Daniel Tschurtschentaler, Markus Kofler and Tobias Albert for their expertise and technical council;Zachary Boren, Jacopo Coen, Evelyn Dalmonech, Yael Fierro, Philipp von Schlechtleitner, Gloria Spallanzani and my family for their active and moral support.