Nancy Ofori is a first-year master’s student in the Department of French, Hispanic, and Italian Studies at the University of British Columbia. Hailing from Ghana, she holds a B.A. in French and Economics from Kwame Nkrumah University of Science and Technology. Nancy’s research centers on linguistic insecurity and discrimination, particularly their connections to racial identity and language ideologies. She explores how societal perceptions often privilege certain groups, framing white speakers as the ‘standard’ or ideal. Her work highlights the challenges faced by marginalized individuals, particularly Black individuals and those for whom English is not a first language, as they navigate systems that marginalize linguistic diversity. By engaging in critical discussions on linguistic justice, Nancy seeks to challenge and dismantle these dominant norms, advocating for more inclusive language practices. She is committed to amplifying the voices of marginalized speakers and fostering a nuanced understanding of the complex interplay between language, identity, and power. Outside academia, Nancy has a strong passion for language revitalization and the history of First Nations in Canada. She also works as a Bilingual Museum Interpreter at the Museum of Vancouver, where she engages visitors in meaningful dialogue to promote cultural awareness and understanding.
What was the main focus of your research project during your time as a fellow in the Centre?
During my time as a student fellow, I engaged extensively with literature on theoretical frameworks and their roles in sociolinguistics. This deepened my understanding of how theory provides direction in research and helps validate or challenge observed phenomena. I was also able to develop theoretical frameworks to guide my own research analysis, including postcolonial theory as a key component. I particularly enjoyed reading works such as Black Skin, White Masks by Frantz Fanon, Orientalism by Edward Said, and The Location of Culture by Homi Bhabha. These readings offered valuable insights that helped me identify elements essential for interpreting and contextualizing the data collected during interviews.
What drew you to this research project?
I worked as an English teaching assistant in France in 2021, where I personally experienced and observed how so-called “non-standard” English speakers are treated. This prompted me to confront difficult and sensitive questions: Was I being perceived this way because I am Black? Or because I didn’t conform to societal expectations of what constitutes “Standard English”? I turned to literature in search of answers but found very little. This gap inspired me to pursue research to explore and better understand the roots of these experiences and the broader questions they raise.
What are your plans after your tenure at CES?
After completing my fellowship, I look forward to finishing my dissertation and pursuing a career in the education sector in a bilingual role following my time at UBC.
What would you consider to be a strength of the Centre for European Studies?
The end-of-term showcase was an enriching experience. Having the opportunity to present my project to a diverse group of scholars and intellectuals not only helped me articulate my research more clearly but also offered fresh perspectives through their feedback. It was encouraging to see genuine interest in my work, and the discussions that followed helped me think critically about certain aspects I hadn’t previously considered. This experience served as a valuable step in preparing for my formal defense, both intellectually and in terms of confidence.
