Numer

Tom 34 (2020): Socjolingwistyka

Data Log

Przesłane
30.03.2020
Zaakceptowano
22.07.2020
Opublikowane
31.12.2020
Creative Commons License

Utwór dostępny jest na licencji Creative Commons Uznanie autorstwa – Bez utworów zależnych 4.0 Międzynarodowe.

„Pożyczone” głosy Bachtina w narracjach polskich nastolatków mieszkających w Wielkiej Brytanii

https://doi.org/10.17651/SOCJOLING.34.14
Sara Young
UCL Institute of Education, University College London
https://orcid.org/0000-0001-5673-2890

Kontakt: Sara Young

sara.young@ucl.ac.uk

SOCJOLINGWISTYKA, Tom 34 (2020): Socjolingwistyka

Abstrakt

Teoria heteroglosji Bachtina jest często wykorzystywana w socjolingwistyce w badaniach wielojęzyczności. Jednak koncepcja „pożyczonych” głosów jest również przydatna do badań nad tożsamością, zwłaszcza do analizy narracji uczestników. W moich badaniach nad tożsamością etniczno-lingwistyczną nastolatków urodzonych w Polsce, którzy obecnie mieszkają w Wielkiej Brytanii, korzystam z koncepcji pożyczonych głosów, aby ustalić, w jaki sposób młode osoby tworzą narracje będące zapisem ich doświadczeń. Wyniki badań pokazują, że w relacjach nastolatków słychać głosy osób z ich otoczenia, a także te „pożyczane” z dyskursów na temat polskiej tożsamości, w ten sposób młodzi ludzie starają się wykorzystać swoje doświadczenia w nowym środowisku.

Słowa kluczowe

Bachtin tożsamość młodzież badania narracyjne Bakhtin identity adolescents narrative
Referencje
  1. Bakhtin, M.M. 1981. The dialogic imagination: four essays. transl. C. Emerson. Texas: University of Texas Press.
  2. Bakhtin, M.M. 1984. Problems of Dostoevsky’s Poetics. transl. C. Emerson. Minneapolis: University of Minnesota.
  3. Bakhtin, M.M. 1986. Speech Genres and Other Late Essays. transl. V.W. McGee. Austin: University of Texas Press.
  4. Bamberg, M. 2004. “Form and Functions of ‘Slut Bashing’ in Male Identity Constructions in 15-Year-Olds”. Human Development 249: 1–23. Doi: 10.1159/000081036.
  5. Bell, J. 2012. “Migration as Multiple Pathways. Narrative Interviews with Polish Migrants in Belfast, Northern Ireland”. Annales Universitatis Paedagogicae Cracoviensis. Studia Sociologica IV(2): 106–118.
  6. Benesch, S. 2008. “‘Generation 1.5’ and Its Discourses of Partiality: A Critical Analysis”. Journal of Language Identity & Education 7(3–4): 294–311. Doi: 10.1080/15348450802237954.
  7. BERA (British Educational Research Association). 2011. “Ethical Guidelines for Educational Research”. www.bera.ac.uk (July 10, 2016).
  8. Beyers, W., and F. Çok. 2008. “Adolescent self and identity development in context”. Journal of Adolescence 31: 147–150. Doi: 10.1016/j.adolescence.2008.03.002.
  9. Blackledge, A., and A. Creese. 2014. “Heteroglossia as practice and pedagogy”. In Heteroglossia as practice and pedagogy, eds. A. Blackledge, and A. Creese. Netherlands: Springer, 1–20.
  10. Block, D. 2006. Multilingual identities in a global city. Basingstoke: Palgrave Macmillan.
  11. Blommaert, J. 2005. Discourse: A critical introduction. Cambridge University Press.
  12. Bourdieu, P. 1977. “The economics of linguistic exchanges”. Social Science Information 16: 645–668.
  13. Creese, A., and A. Blackledge. 2012. “Voice and Meaning‐Making in Team Ethnography”. Anthropology & Education Quarterly 43(3): 306–324. Doi: 10.1111/j.1548-1492.2012.01182.x.
  14. De Fina, A. 2016. “Linguistic practices and transnational identities”. In The Routledge Handbook of Language and Identity, ed. S. Preece. London: Routledge, 163–178.
  15. Eder, D., and L. Fingerson. 2002. “Interviewing children and adolescents”. In Handbook of Interview Research, eds. J.B. Gubrium, and J.A. Holstein. London: Sage, 181–202.
  16. Filipkowski, P. 2019. “Narrative Agency and Structural Chaos. A Biographical-Narrative Case Study”. Qualitative Sociology Review 15(4): 268–290. Doi: 10.18778/1733-8077.15.4.12.
  17. Galasiński, D., and A. Galasińska. 2007. “Lost in Communism, Lost in Migration: Narratives of the Post-1989 Polish Migrant Experience”. Journal of Multicultural Discourses 2(1): 47–62. Doi: 10.2167/md046.0.
  18. Georgakopoulou, A. 2006. “Thinking big with small stories in narrative and identity analysis”. Narrative Inquiry 16(1): 122–130. Doi: 10.1075/ni.16.1.16geo.
  19. Habermas, T., and C. Paha. 2001. “The Development of Coherence in Adolescent’s Life Narratives”. Narrative Inquiry 11(1): 35–54. Doi: 10.1075/ni.11.1.02hab.
  20. Holquist, M. 2002. Dialogism. 2nd ed. London: Routledge.
  21. Hymes, D. 1980. Language in Education: Ethnolinguistic Essays. Language and Ethnography Series. Washington, DC: Center for Applied Linguistics.
  22. Kamberelis, G., and K. Danette Scott. 1992. “Other People’s Voices: The Coarticulation of Texts and Subjectivities”. Linguistics and Education 4: 359–403. Doi: 10.1016/0898-5898(92)90008-K.
  23. Kurban, F., and J. Tobin. 2009. “‘They Don’t like Us’: Reflections of Turkish Children in a German Preschool”. Contemporary Issues in Early Childhood 10(1): 24–34. Doi: 10.2304/ciec.2009.10.1.24.
  24. Lähteenmäki, M. 2010. “Heteroglossia and voice: conceptualising linguistic diversity from a Bakhtinian perspective”. In Language Ideologies in Transition: Multilingualism in Finland and Russia, eds. M. Lähteenmäki, and M. Vanhala-Aniszewski. Frankfurt: Peter Lang, 17–34.
  25. Markus, H., and P. Nurius. 1986. “Possible selves”. American Psychologist 41(9): 954–969. http://geoff.rey.angelfire.com/res/papers/MarkusH.pdf (November 1, 2017).
  26. McKinney, C., and B. Norton. 2008. “Identity in Language and Literacy Education”. In The Handbook of Educational Linguistics, eds. B. Spolsky, and F.M. Hult. Malden, MA: Blackwell, 192–205.
  27. Moskal, M. 2014. “Polish migrant youth in Scottish schools: conflicted identity and family Capital”. Journal of Youth Studies 17(2): 279–291. Doi: 10.1080/13676261.2013.815705.
  28. Norton, B. 1997. “Language, Identity, and the Ownership of English”. TESOL Quarterly 31(3): 409–429.
  29. Norton, B., and K. Toohey. 2001. “Changing Perspectives on Good Language Learners”. TESOL Quarterly 35(2): 307–322. Doi: 10.2307/3587650.
  30. Norton, B., and K. Toohey. 2011. “Identity, language learning, and social change”. Language Teaching 44: 412–446. Doi: 10.1017/S0261444811000309.
  31. Park-Fuller, L.M. 1986. “Voices: Bakhtin’s heteroglossia and polyphony, and the performance of narrative literature”. Literature in Performance 7(1): 1–12. Doi: 10.1080/10462938609391621.
  32. Pavlenko, A. 2001. “‘In the world of the tradition, I was unimagined’: Negotiation of identities in cross-cultural autobiographies”. International Journal of Bilingualism 5(3): 317–344. Doi: 10.1177/1367006901005003040.
  33. Pavlenko, A. 2002. “Poststructuralist Approaches to the Study of Social Factors in Second Language Learning and Use”. In Portraits of the L2 user, ed. V. Cook. Clevedon, UK: Multilingual Matters, 277–302.
  34. Pavlenko, A. 2003. “‘I Never Knew I Was a Bilingual’: Reimagining Teacher Identities in TESOL”. Journal of Language, Identity & Education 2(4): 251–268. Doi: 10.1207/S15327701JLIE0204_2.
  35. Pavlenko, A. 2007. “Autobiographic Narratives as Data in Applied Linguistics”. Applied Linguistics 28(2): 163–188. Doi: 10.1093/applin/amm008.
  36. Riessman, C.K. 2002. ”Analysis of Personal Narratives”. In Handbook of Interview Research: Context and Method, eds. J.F. Gubium, and J.A. Holstein. Thousand Oaks, C.A.: Sage, 695–710.
  37. Robson, C., and K. McCartan. 2016. Real world research. A Resource for Users of Social Research Methods in Applied Settings. 4th ed. Chichester, UK: John Wiley & Sons.
  38. Ryan, L., R. Sales, M. Tilki, and B. Siara. 2009. “Family Strategies and Transnational Migration: Recent Polish Migrants in London”. Journal of Ethnic and Migration Studies 35(1): 61–77. Doi: 10.1080/13691830802489176.
  39. Rzepnikowska, A. 2018. “Racism and xenophobia experienced by Polish migrants in the UK before and after Brexit vote”. Journal of Ethnic and Migration Studies 45(1): 61–77. Doi: 10.1080/1369183X.2018.1451308.
  40. Sikorski, R. 1997. Full Circle: A Homecoming to Free Poland. New York: Simon and Schuster.
  41. Slany, K., and S. Strzemecka. 2016. “Who Are We? Cultural Valence and Children’s Narratives of National Identifications”. Central and Eastern European Migration Review 5(1): 13–34.
  42. Thesen, L. 1997. “Voices, Discourse, and Transition: In Search of New Categories in EAP”. TESOL Quarterly 31(3): 487–511. Doi: 10.2307/3587835.
  43. Van Dijk, T.A. 2000. “New(s) racism: A discourse analytical approach”. Ethnic minorities and the media 37: 33–49.
  44. Vitanova, G. 2004. “Gender Enactments in Immigrants’ Discursive Practices: Bringing Bakhtin to the Dialogue”. Journal of Language, Identity & Education 3(4): 261–277. Doi: 10.1207/s15327701jlie0304_3.
  45. Vitanova, G. 2013. “Narratives As Zones Of Dialogic Constructions: A Bakhtinian Approach To Data In Qualitative Research”. Critical Inquiry in Language Studies 10(3): 242–261. Doi: 10.1080/15427587.2013.816827.
  46. White, A. 2014. “Polish Return and Double Return Migration”. Europe-Asia Studies 66(1): 25–49. Doi: 10.1080/09668136.2013.855021.
  47. White, A. 2017. Polish families and migration since EU accession. updated ed. Bristol: Policy.
Read More

Biogram autora

Sara Young - UCL Institute of Education, University College London

Senior Teaching Fellow, UCL Institute of Education, University College London

My research interests focus on ethnic and linguistic identity negotiation by Polish adolescent migrants in the UK, especially in the context of Brexit. The work primarily employs a narrative approach, whereby identity is constructed through story telling. My current research projects investigate bi/multilingual practices, their relation to identity, and how these various practices may be at play in different spaces.

Statystyki
Przeczytano : 305 Pobrano: 272

Downloads

Download data is not yet available.