Lamies Nassri
I have a cand. mag. in the Psychology of Language, and a bachelor's degree in Danish Language and Literature, including a minor in Minority Studies. During my studies I attended an exchange student program at Boston University, where I studied Sociolinguistics, Impact of Race in America on the Media and International Press and Mass Communication Research. Furthermore I did an academic internship at the Department of Scandinavian Studies Linguistics, University of Copenhagen, as a research assistant.
My academic interest include (team) ethnography, language and identity, language and power, media discourse and relations, majority and minority relations, political discourse, language socialization, integrationalism, critical discourse analysis and discourse theory.
My thesis examines how minority adolescents in a super-diverse society construct, ascribe and negotiate identities with other adolescents in educational and non-educational settings. The thesis focuses on, if and how dominating public discourses are employed in the adolescents identity work.
My academic interest include (team) ethnography, language and identity, language and power, media discourse and relations, majority and minority relations, political discourse, language socialization, integrationalism, critical discourse analysis and discourse theory.
My thesis examines how minority adolescents in a super-diverse society construct, ascribe and negotiate identities with other adolescents in educational and non-educational settings. The thesis focuses on, if and how dominating public discourses are employed in the adolescents identity work.
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This thesis examines how minority adolescents in a super-diverse society construct, ascribe and negotiate identities with other adolescents in educational and non-educational settings. The thesis focuses on, if and how dominating public discourses are employed in the adolescents identity work. Based on a linguistic ethnographic and critical discourse analytical approach I address the following thesis statement:
How do contemporary Copenhagen adolescents incorporate dominating public discourses regarding cultural differences in their situational identity constructions and negotiations?
My study is based on fifteen months of ethnographic fieldwork in a Copenhagen public school. Besides conducting participant observation, my data consists of recordings in the school and in a youth club, interviews, written student assignments and excerpts from politicians and the dominating public discourses.
My study shows how adolescents use terms from an ethnocentric discourse that contributes to the “othering” of minority Danes. Furthermore, the thesis illustrates how an “us” and “them”-discourse indicates a hegemonic, hierarchical and structured power- relation. The adolescents reproduce this power-relation in their own local negotiations. I further demonstrate that when minority Danish adolescents try to position themselves as “Danes”, they have to actively negotiate access to this identity. Finally, I also show how the adolescents construct an ethnic identity that is dependent on the situation and context at hand.
My analysis suggests that adolescents are influenced by a society that categorically divides majority Danes and minority Danes into “us” and “them”; furthermore, it constructs identity, culture and ethnicity as static entities. This influence is illustrated by the adolescents’ not challenging these constructions in some situations, and instead they reproduce them.
Nevertheless, the adolescents express a more dynamic view on culture, identity and ethnicity in other situations. In conclusion, my study suggests an implementation of a critical language awareness amongst not only adolescents, but also opinion formers. Through this, language users can become conscious of the discursive and social practice they are a part of, as well as the social implication different discourses may have.
This thesis examines how minority adolescents in a super-diverse society construct, ascribe and negotiate identities with other adolescents in educational and non-educational settings. The thesis focuses on, if and how dominating public discourses are employed in the adolescents identity work. Based on a linguistic ethnographic and critical discourse analytical approach I address the following thesis statement:
How do contemporary Copenhagen adolescents incorporate dominating public discourses regarding cultural differences in their situational identity constructions and negotiations?
My study is based on fifteen months of ethnographic fieldwork in a Copenhagen public school. Besides conducting participant observation, my data consists of recordings in the school and in a youth club, interviews, written student assignments and excerpts from politicians and the dominating public discourses.
My study shows how adolescents use terms from an ethnocentric discourse that contributes to the “othering” of minority Danes. Furthermore, the thesis illustrates how an “us” and “them”-discourse indicates a hegemonic, hierarchical and structured power- relation. The adolescents reproduce this power-relation in their own local negotiations. I further demonstrate that when minority Danish adolescents try to position themselves as “Danes”, they have to actively negotiate access to this identity. Finally, I also show how the adolescents construct an ethnic identity that is dependent on the situation and context at hand.
My analysis suggests that adolescents are influenced by a society that categorically divides majority Danes and minority Danes into “us” and “them”; furthermore, it constructs identity, culture and ethnicity as static entities. This influence is illustrated by the adolescents’ not challenging these constructions in some situations, and instead they reproduce them.
Nevertheless, the adolescents express a more dynamic view on culture, identity and ethnicity in other situations. In conclusion, my study suggests an implementation of a critical language awareness amongst not only adolescents, but also opinion formers. Through this, language users can become conscious of the discursive and social practice they are a part of, as well as the social implication different discourses may have.