عنوان

Franco-Maghrebi Students' Negotiation of Identities in a Rural French High School

Number

TLpq2406966199

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

Franco-Maghrebi Students' Negotiation of Identities in a Rural French High School

General Material Designation

[Thesis]

First Statement of Responsibility

Pell, Sandrine

Subsequent Statement of Responsibility

Young, Richard F

Name of Publisher, Distributor, etc.

The University of Wisconsin - Madison

Date of Publication, Distribution, etc.

2019

Specific Material Designation and Extent of Item

367

Dissertation or thesis details and type of degree

Ph.D.

Body granting the degree

The University of Wisconsin - Madison

Text preceding or following the note

2019

Text of Note

This dissertation draws on a four-month ethnography in a rural French high school, conducted during a period of conflict in French society. Through analyzing ten Franco-Maghrebi students' communicative resources, narratives, experiences of schooling, and reactions to violent events on the national stage, along with teachers' and administrators' perspectives, this study examines how identities negotiated at school affect students' sense of selves. Practice Theory is used as a framework to account for the dynamic relationship between institutional constraints and affordances, and personal histories, experiences and actions. It examines how policies enacted at the national and local level to ensure the dominance of French culture and language have devalued the cultures and languages of its minorities, of which immigrants from the Maghreb constitute the largest and most marginalized non-European minority. The results show that the students' linguistic practices clashed with the school's monolingual and monoglossic discourses and policies. Students and school staff incorporated a subtractive view of multilingualism, wherein the students' home languages were targeted, rejected, and suppressed. Analysis of institutional and ideological factors (namely the baccalauréat, culture générale and laïcité) demonstrates how they contribute to an unequal and exclusive school environment. However, the results also indicate that these youth had a desire to maintain a link with their heritage language and culture, and that Islamwith its related socio-literacy practicescould represent an alternative discourse in which participants defined themselves in alignment with their peer group while diverging from the dominant discourses of the school. The data reveal that some participants' growing awareness of power dynamics and social structures may lead to social changes. Both on a practical and theoretical level, this research expands work on identity negotiation in the school contexts and reinforces the need for change within the French educational system.

Bilingual education

Education policy

Sociolinguistics

Pell, Sandrine

Young, Richard F

Electronic name

p

[Thesis]

276903

a

Y