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Download The You’re the Only One Who Knows My True Identity: How Fandoms Create New Identities for Constructed Language Learners by Brianna Peacey BA of Anthropology University of British Columbia 2018 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE COLLEGE OF GRADUATE STUDIES (Interdisciplinary Studies) THE UNIVERSITY OF BRITISH COLUMBIA (Okanagan) August 2020 © Brianna Peacey, 2020 The following individuals certify that they have read, and recommend to the College of Graduate Studies for acceptance, a thesis/dissertation entitled: You’re the Only One Who Knows My True Identity: How Fandoms Create New Identities for Constructed Language Learners submitted by Brianna Peacey in partial fulfillment of the requirements of the degree of Master of Arts. Dr. Christine Schreyer, Irving K. Barber School of Arts and Sciences Supervisor Dr. Bonar Buffam, Irving K. Barber School of Arts and Sciences Supervisory Committee Member Dr. Ilya Parkins, Irving K. Barber School of Arts and Sciences Supervisory Committee Member Dr. Marie Loughlin, Faculty of Creative and Critical Studies University Examiner ii Abstract This thesis explores the intersections between fan studies, feminism, language, identity, and belonging. To do this, I employed community-based research with the online language fan community, Slakgedakru, who spend time learning the language Trigedasleng. Trigedasleng was made for the television show The 100, which airs on The CW Network. The members of Slakgedakru consist of both fans of the language and fans of the show. Many assumptions about fans have cast them in a negative light and this research also aims to dispel misconceptions about fans. Fans are more often intelligent, mature, and reasoning than they are portrayed. This is especially true of language fans, who spend their time learning grammar and vocabulary, and, in the case of Slakgedakru, expanding the language. Slakgedakru’s international member base emphasizes the importance of online research. This research consisted of two phases: the first included a general survey for anyone learning Trigedasleng and an interview with the language’s creator, David J. Peterson; the second phase involved two text-based focus groups, one on the software platform Slack and one on the software platform Discord, both of which Slakgedakru belong to. Throughout these phases, I also conducted participant observation within the general, public chat channels on both platforms. Once these phases were complete, I analyzed the data and found that Slakgedakru is comprised of intelligent, mature fans who are inclusive and diverse in gender, sexuality, and ethnicity. The community itself provides a space where the language, the show, and real-life intermingle and this produces discussion on real-world, complex topics. In addition, members are able to explore their diverse genders and sexualities with a community of like-minded individuals. By accessing these alternative worlds, members are able to re-imagine possibilities for the real world. iii Lay Summary This community-based research was done with Slakgedakru, an online community of Trigedasleng language learners. Trigedasleng was created by David J. Peterson for the television show The 100. The key goals of this research were to combat fan stereotypes, contribute to fan studies research, explore ways to do online research, and understand how community and language are tied to identity and a sense of belonging. The methods used in this research, which utilized feminist and identity theories, and fan studies were surveys, an interview, and focus group discussions. I found that Slakgedakru members shared the common interest of Trigedasleng, but also a sense of belonging in the community, which is highly diverse, particularly in gender and sexuality. By thinking about real-world issues through the lens of Trigedasleng and The 100, Slakgedakru members imagine how these issues can unfold in alternative ways and make the real world a better place. iv Preface Ethics approval for this research was given by all participants, and The University of British Columbia Okanagan Behavioural Research Ethics Board H19-02189. v Table of Contents Abstract ......................................................................................................................................... iii Lay Summary ............................................................................................................................... iv Preface .............................................................................................................................................v Table of Contents ......................................................................................................................... vi List of Figures ............................................................................................................................... xi Acknowledgements ..................................................................................................................... xii Dedication ................................................................................................................................... xiv Chapter 1: Introduction and Literature Review.......................................................................15 1.0 Introduction ................................................................................................................. 15 1.1 Research Questions ..................................................................................................... 16 1.2 Research Background ................................................................................................. 17 1.2.1 Slakgedakru........................................................................................................... 20 1.3 Constructed Languages ............................................................................................... 21 1.3.1 Linguistic Anthropology and Constructed Languages ......................................... 23 1.4 Who are Fans?............................................................................................................. 23 1.5 What is Fandom? ........................................................................................................ 27 1.5.1 Media-Fandoms .................................................................................................... 28 1.5.2 Conlang Fandoms ................................................................................................. 28 1.5.3 Trigedasleng Fandom............................................................................................ 29 1.6 Fan Studies .................................................................................................................. 29 1.6.1 Benefits to Fan Studies ......................................................................................... 30 1.6.2 Critique of Fan Studies ......................................................................................... 31 1.6.3 Using Fan Studies in Research ............................................................................. 31 vi 1.7 Fan Spaces .................................................................................................................. 32 1.7.1 Problematic Fan Spaces ........................................................................................ 33 1.7.2 Positivity Through Fan Spaces ............................................................................. 33 1.7.3 Using Fandom to Address Real-World Issues ...................................................... 35 1.8 Thesis Organization .................................................................................................... 37 Chapter 2: Theory, Methodologies, and Methods ....................................................................38 2.0 Outline......................................................................................................................... 38 2.1 Theoretical Framework ............................................................................................... 38 2.1.1 Language Ideologies ............................................................................................. 39 2.1.2 Feminist Theory .................................................................................................... 40 2.1.3 Identity Theory...................................................................................................... 43 2.2 Methodologies............................................................................................................. 45 2.2.1 Grounded Theory .................................................................................................. 45 2.2.2 Community-Based Research ................................................................................. 46 2.2.3 Fan Studies Methodologies ................................................................................... 47 2.2.3.1 Online Fan Research ..................................................................................... 48 2.3 Methods....................................................................................................................... 49 2.3.1 Participant Observation ............................................................................................... 51 2.3.2 Phase One: Survey and Interview ......................................................................... 51 2.3.2.1 Survey ..........................................................................................................
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