Storbybeats og sprog i skolen - en undersøgelse af rapmusikkens potentiale i forhold til sproglige normer i folkeskolen

Julie Rosenkilde Hannibal & Lene Frydendahl Mølck

Studenteropgave: Speciale


In recent years hip-hop and rap music have become popular tools in the setting of international social work among youth groups in risk of social marginalisation. The introduction of hip-hop and rap music is based upon the underlying idea that street culture has a special appeal to these groups. Rap music has already found its way into schools, often as a colourful input in lessons on poetry, despite the existence of dominating discourses that create dissimilarities between school culture and hip-hop culture. These dissimilarities concern, among other things, linguistic norms and legitimate linguistic practice. In the Danish public school system the standard version of the Danish language holds a hegemonic status. Only standard Danish is recognised as legitimate whereas other linguistic registers including minority languages have a very low status in the school system. It is against this background that the thesis in hand sets out to explore the linguistic potential of including rap music in schoolwork. Beginning with a public rap project called Byens Stemmer (City Voices) which organizes rap workshops amongst 8th graders in Copenhagen, the following key questions are asked: Which linguistic practice and which scope arise during the rap workshops? Does the project have a potential towards challenging dominating discourses on language use in the classroom? Our informants are situated in the superdiversity. An on-going Danish research project, Amagerprojektet, also deals with linguistic practice among adolescents in the superdiversity, for which reason it inspires the thesis and functions as a point of departure in the description of the established linguistic practice among the students. The students have access to a wide range of linguistic resources besides the Danish national language. It is examined whether these linguistic resources can be rethought and renegotiated during workshops with Byens Stemmer, compared to how they are typically valued in school. The analysis focuses on linguistic and discursive practice. The theoretical framework used to answer the questions mentioned above is based on the critical discourse theory of Norman Fairclough and on Pierre Bourdieu’s theory of practice. Fairclough’s critical discourse theory is employed to analyse the discourses on language use that appear during the rap workshops, and Bourdieu’s notion of field is used to comprehend hip-hop and school as different fields with different logics. From the analysis it is concluded that Byens Stemmer creates a different and wider linguistic scope during the workshops than what is usually found in a conventional teaching setting. However, the scope could be even wider if the rap instructors discussed the possibilities of the language with the students in more detail. Finally, it is concluded that the project contains the potential capability for challenging dominant discourses on linguistic practice in school, but the potential is limited by different factors related to the execution of the project.

UddannelserKultur- og Sprogmødestudier, (Bachelor/kandidatuddannelse) Kandidat
Udgivelsesdato27 maj 2013
VejledereKirsten Hvenegård-Lassen


  • Amagerprojektet
  • Byens Stemmer
  • Bourdieu
  • superdiversitet
  • rapmusik
  • integreret sprog
  • folkeskole
  • diskursanalyse
  • Fairclough
  • senmoderne urban ungdomsstil
  • Sproglige normer