According to some accounts of exploitation, most notably Ruth Sample’s (2003) degradation-based account and Robert Goodin’s (1987) vulnerability-based account, exploitation occurs when an advantaged party fails to constrain their advantage in light of another’s disadvantage, regardless of the cause of this disadvantage. Because the duty of constraint in these accounts does not depend on the cause of the disadvantage, the advantaged’s duty of constraint is what I call a ‘come-what-may’ duty. I show that come-what-may duties create moral hazards that can themselves be exploited by the disadvantaged parties. In such cases these accounts of exploitation are either self-frustrating or over-demanding.

The concept of speaky-spoky, a pejorative label for hypercorrect speech in Jamaica, has thus far been described in the context of shared speech community norms (Patrick 1999). In this article, I analyze a stretch of speaky-spoky discourse and its recontextualization. The theoretical perspectives from which the data are examined are that of the sociolinguistics of globalization (Blommaert 2010) and of entextualization (Bauman & Briggs 1990; Silverstein & Urban 1996). The method of analysis draws on Goffman's writing on frames (1974) and production formats (1981). I argue that the ideological dimensions and interactional versatility of the speaky-spoky concept have thus far not received enough empirical attention. To address this gap, I propose to interpret speaky-spoky as a dynamic and relational ‘construct resource’ (Fabricius & Mortensen 2013) that speakers draw upon to highlight social meaning in interaction.

This article focuses on the varied workforce in and around the Enugu Government Colliery, located in south-eastern Nigeria and owned by the British colonial state. Opened in 1915 at Udi and in 1917 at Iva Valley and Obwetti, the mines were in a region with a long history of slave raids, population shifts, colonization, and ensuing changes in local forms of political organization. The mines brought together an eclectic mixture of forced and voluntary unskilled labor, prisoners, unskilled contract workers, and voluntary clerical workers and artisans. Moreover, the men were from different ethno-linguistic groups. By taking into account this complex background, the article describes the gradual process by which this group of inexperienced coalminers used industrial-protest strategies that reflected their habituation to the colonial workplace. They organized strikes against the village men, who, as supervisors, exploited them in the coalmines. Their ability to reach beyond their “traditional” rural identities as “peasants” to attack the kinsmen who exploited them indicates the extent to which the complex urban and industrial environment challenged indigenous identities based on locality as well as rural status systems and gender ideologies. One of the major divisions to overcome was the one between supposedly backward “locals”, men who came from villages close to the mine, and more experienced “foreigners” coming from more distant areas in Nigeria: the work experience as “coalmen” led “locals” to see themselves as “modern men” too, and to position themselves in opposition to authoritarian village leaders. The article thus traces the contours of the challenges confronting a new working class as it experimented with unfamiliar forms of affiliation, trust, and association with people with whom it shared new, industrial experiences. It investigates the many ways that “local” men maneuvered against the authoritarian control of chiefs, forced labor, and workplace exploitation by “native” and expatriate staff.

Cet article traite d'un aspect jusqu'alors négligé de la liaison en français : l'input donné aux enfants par les livres audio. L’étude basée sur un corpus de plus de 17 heures (avec 7 348 contextes de liaison) met le focus sur la variabilité de la liaison après substantif, c'est, pas et mais. Elle montre que cette variation s'explique, en plus des facteurs internes, par le positionnement morphosyntaxique du texte entre immédiat et distance (p. ex. Le Petit Nicolas vs contes de fée) et, à l'intérieur d'une même lecture, par l'opposition entre récit et discours direct (des différents personnages).