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" Franco-Maghrebi Students’ Negotiation of Identities in a Rural French High School "
Pell, Sandrine
Young, Richard F
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Latin Dissertation
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| Language of Document
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English
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| Record Number
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1106624
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| Doc. No
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TLpq2406966199
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| Main Entry
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Pell, Sandrine
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Young, Richard F
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| Title & Author
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Franco-Maghrebi Students’ Negotiation of Identities in a Rural French High School\ Pell, SandrineYoung, Richard F
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| College
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The University of Wisconsin - Madison
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| Date
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2019
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| student score
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2019
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| Degree
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Ph.D.
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| Page No
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367
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| Abstract
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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 Islamwith its related socio-literacy practicescould 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.
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Bilingual education
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Education policy
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Sociolinguistics
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