Rap og multietnolektisk myndiggjøring i dagbokromanen Hør’a dagbok!

Abstract

In this article, I explore the utilization of literary multiethnolect as a stylistic device by author Amina Sewali to depict the linguistic and cultural empowerment of the 12-year-old protagonist in the Norwegian children’s book Hør’a, dagbok! Dagen Nansi gjøret dagbokskriving HEFTIG igjen! (Hey Listen, Diary! The Day Nansi Maded Diary Writing AWESOME Again!, 2020). The article combines theoretical perspectives on children’s rights and agency with considerations on literary multiethnolect and rap as intercultural identity markers. The United Nation Convention on the Rights of the Child not only stresses children’s entitlement to culture and leisure, but also recognizes their right to their own language, even if it differs from the majority language in their country of residence. These rights can be viewed as both developmental and participatory rights. This implies that through cultural forms of expression, such as music and language, children can evolve and engage with various communities, including family, school, and a broader intercultural community. To examine how the protagonist Nansi’s use of the Norwegian language in her diary aligns with her right to culture and leisure, I conduct a close reading of selected passages pertaining to her reflections on language and rap. I am particularly interested in passages that not only showcase the author’s depiction of Nansi’s contemplations on rap elements such as rhyme, beat, and flow but also highlight the musical agency of her first-person narration. I conclude that the portrayal of Nansi’s experience and experimentation with language and music has the potential to communicate a rights-centered agency, empowering and motivating readers implicitly.