Skip to main content
padlock icon - secure page this page is secure

The very sensitive question

Buy Article:

$29.82 + tax (Refund Policy)

This paper engages with ideological difference, education, and expressions of insecurity on the basis of a year-long ethnographic fieldwork in two Farsi heritage language classrooms and the group of Iranian immigrants organized around these classrooms in Copenhagen, Denmark. We show how insecurity and surveillance gave meaning to different space-times, or chronotopes (Bakhtin 1981), evoked by the participants, and to the understandings of community. The contemporary state of Iran and political and religious ideologies associated with this were subject to taboo in class but not necessarily elsewhere. We argue that this partly motivated the structure and content of the classroom, as the teacher tried to create a neutral space for children whose parents’ ideological backgrounds were potentially incompatible. This could liberate the children from their parents’ anxieties and it made the teacher’s job less vulnerable. Linguistic Ethnography (Rampton 2007) is the analytic framework of the paper.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
No Metrics

Keywords: (in)security; chronotopes; classroom interaction; heritage language; linguistic ethnography; surveillance

Document Type: Research Article

Publication date: April 10, 2017

  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more