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Ethnographic Van Der Aa 08-06-2012 Tilburg University Ethnographic monitoring Van Der Aa, J. Publication date: 2012 Link to publication in Tilburg University Research Portal Citation for published version (APA): Van Der Aa, J. (2012). Ethnographic monitoring: Language, narrative and voice in a Caribbean classroom. Dissertation Tilburg University. 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Download date: 27. sep. 2021 Ethnographic monitoring Ethnographic monitoring Language, narrative and voice in a Caribbean classroom P R O E F S C H R I F T ter verkrijging van de graad van doctor aan Tilburg University op gezag van de rector magnificus, prof. dr. Ph. Eijlander, in het openbaar te verdedigen ten overstaan van een door het college voor promoties aangewezen commissie in zaal DZ1 van de Universiteit op vrijdag 8 juni 2012 om 16.15 uur door Jef Van der Aa geboren op 25 juni 1980 te Turnhout, België PROMOTIECOMMISSIE Promotores prof. dr. Jan Blommaert prof. dr. Sjaak Kroon Commissieleden dr. Karel Arnaut prof. dr. James Collins prof. dr. Odile Heynders prof. dr. Jens Normann Jørgensen prof. dr. Robert Moore ISBN NUR © 2012 Jef Van der Aa All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any other means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission from the author. In loving memory of Wayne ‘Ras Ibo’ Inniss-Da Costa and Jacques ‘Oncle’ De Kort For my parents, for Francine, and for Yannis Table of contents Preface xi 1 Introduction 1 1.1 Background 1 1.2 Barbados: Language and education 4 1.3 Storytelling during sharing time 9 1.3.1 Sharing time narrative practices in the classroom 9 1.3.2 Sharing time in Barbados 10 1.4 Fieldwork and data collection 11 2 An ethnographic perspective 13 2.1 Ethnography 13 2.2 Voice as an ethnographic heuristic 16 2.2.1 Theories of voice 17 2.2.2 The ethics of voice 19 2.2.3 The vision of voice 21 2.3 Ethnopoetics 22 2.4 Ethnographic monitoring 30 2.4.1 Revisiting Hymes: Ethnolinguistic essays 30 2.4.2 The Philadelphia report 34 3 Sharing time and the poetic patterning of Caribbean independence: The narrative architecture of voice 41 3.1 Where is the text? An ethnopoetic answer 41 3.2 The topic 43 3.3 Narratives in ‘proper’ English: Barbadian language ideologies 44 3.4 Trenton’s story 46 3.5 The narrative architecture of voice 48 3.5.1 Poetic patterning 52 3.6 Conclusions: Collaborative voice 54 viii ETHNOGRAPHIC MONITORING 4 The flag, the coat of arms and me: Regulating the master narrative 57 4.1 Introduction 57 4.2 Story openings 59 4.2.1 Participant roles 59 4.2.2 Elicitation 61 4.3 Policing the master narrative 64 4.3.1 Bodily hexis 64 4.3.2 Language usage during the telling 67 4.3.3 Narrative elements 69 4.3.4 Poetic structure 71 4.4 Toward a fully-formed narrative: Story closings 72 4.4.1 Formal closing 73 4.4.2 Personal coda 74 4.5 Conclusions: The voice of the nation-state? 76 5 Now I know a story by its title: Tale and myth titles in a Barbadian classroom 77 5.1 Introduction 77 5.2 Narrative titles as maximally compressed stories 78 5.3 Genre 82 5.4 Syntactic style 85 5.5 Conclusions: Genre and inequality 86 6 Ethnographic monitoring in a Caribbean classroom 89 6.1 Ethnography 89 6.2 Step one: Identifying the problem 90 6.3 Step two: Listening to Shawna 91 6.4 Step three: Monitoring dynamics 93 6.5 A final step: Taking stock 96 6.6 Conclusions: Voice and solidarity 97 7 Toward an ethno-threesome: Reflections and conclusions 101 7.1 A multi-level perspective on education: Ethnopoetics, ethnography, ethnology 101 7.2 Voice, resources, competence 104 7.3 Working with tapes, field notes and people (again) 105 7.4 Conclusions 107 TABLE OF CONTENTS ix References 109 Appendix: Transcription conventions 119 Summary 121 Dissertations in Language and Culture Studies 125 Preface I want to thank many people for their support throughout the years that led up to the completion of the doctoral work included here. I am sure that the list is not exhaustive and that I have forgotten many. My apologies. Not surprisingly, I am enormously grateful that my parents have always believed in me, and have supported me in my academic and emotional development. After the birth of my son in 2008, they have also been wonderful grandparents: generous, kind and very attentive. I hope that finally seeing this dissertation materialize, contributes a little bit to their understanding of what on earth I was doing all those years. My long-time partner Francine, both of whom I adore, and my son Yannis, have dealt with my obnoxious behavior far too many times. I hope that I have also managed to give them something back, not so much in the form of this document, but more in showing that I haven’t given up on them. Hopefully, this dissertation is only the starting point of much more similar work to come, work which makes me happy and fulfilled, so that they can also see a happy husband and father, something they absolutely deserve. A special thanks to Yves Tuyisenge, Yannis’ uncle, who took care of my son so many times in my absence. I am also very much indebted and thankful to my supervisors Jan Blommaert and Sjaak Kroon who believed that I could do this and who gave me the chance to prove it. Your work, generosity and kindness have inspired me as an academic and as a human being. Thanks to Piia Varis and Sanna Lehtonen, who have been excellent paranimfs in preparing me for the public defense of this book. Thank you Elina Westinen, Alicia Copp Jinkerson, Samu Kytolä, Saija Peuronen, Ari Häkkinen, Terhi Paakinen, Mika Lähteenmäki, Max Spotti, Leila Kääntä, Arja Piirainen-Marsh, Saara Leskinen, Laura McCambridge, Jean- Michel Kalmbach, Ulla Mustonen, Anne Pitkanen-Huhta, Sirpa Leppänen, Hannele Dufva, Paula Kalaja, and other colleagues and friends at the Department of Languages (University of Jyväskylä) whose support and friend- xii ETHNOGRAPHIC MONITORING ship was crucial during my time in Finland to find my way around and to have a wonderful, wonderful time. I have also made friends in Helsinki, Turku, Leiden and Philadelphia because of a magical summer school in 2010 (what happens in Lammi, stays in Lammi) and wish to include here especially Andy Panda, Tuomas Hovi, Susku Jurvanen, Maria Vasenkari, Karina Lukin, Linda Lee, Aone van Engelenhoven, and Seppo Knuuttila. A special thank you also to Regina Bendix and Laura Stark for the insightful comments on my work, and for initiating me to the Immalese tribe. Of course I am incredibly indebted to the people I worked with in Barbados, and especially to Trenton Small, who kindly hosted me during all my stays there. The real motor behind this was Sasha Taylor, with whom I un- fortunately am no longer in contact. Thank you Sasha, for without your help none of this would have been possible. Many thanks also to Janina Fenigsen, whose contact with Edith Nurse has greatly facilitated my initial entry into the Barbados primary school system. Thanks to all the principals, teachers, parents and children that so kindly and openly asked me questions (but most of whom prefer to remain anonymous), participated in workshops and who never ceased to teach me all there was to learn about Barbadian school life, culture and island life in general. I am greatly indebted to my extraordinary Jamaican friend Nicole Scott, whose mental support in the final stages of the writing process has really helped me through. I will never forget this. A special thank you is due to my long-time friend and colleague Kasper Juffermans, whose work, and also whose way of working have inspired me on many occasions. It was really a pleasure to discuss (academic) life with him in the last ten years. Thanks also to Tim Ianna aka Jah Rebel, Koen Janssens and Safoura Zombra, Geert Cox, Johan Entbrouxk, Els Willems, Jan Ploem, Ronnie Yearwood, Philip Wauters aka Ras Feel and Dirk Vansant for being such supportive friends, and to my sisters Katrien and Sarah for being there when- ever I needed their encouragement. CHAPTER 1 Introduction 1.1 Background This book treats heritage-related narrative performances by Caribbean school children as loci for understanding voice. While at the same time voicing themselves and the nation-state, they create synergies between the self and the institutional, synergies that can liberate but that can also exclude. The emergence of the modern nation-state as a political and ideological entity has entailed close attention to linguistic diversity, notably so in the form of indexical linkages established between a particular language variety or, in some cases, varieties and statehood.1 The recent flap in the United States over the use of Spanish for the performance of the national anthem illustrates well the emblematic value of language with regard to the state and the intensity of sentiments attached to it.
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