Tasneem SharkawiPhD student
My research examines the production of political subjectivities in the activism of Syrian forced migrants in Europe. I am looking at how this particular group of forced migrants enacts and performs citizenship through their (digital) literacy practices. The study is an ethnography of the experiences of young Syrian forced migrants as they engage in self-organized activism against the Syrian state after they have been resettled in Europe. The research problem focuses on various aspects of their experiences of organizing and mobilizing, the transnational networks of activism they form, and the ways their activism engages with political bodies.
The approach I take in my work is situated in citizenship studies and New Literacy Studies research traditions. My work draws on approaches from research within the remits of political anthropology and political sociology.
On a different note, I am also interested in the topic of academic freedom in higher education terrains, particularly in the context of fragile democracies and politically repressive settings, and in relation to institutional and literacy practices. I am currently working on a paper – for coursework in the Educational Research Department – on academic freedom in higher education in Egypt drawing on ethnographic approaches.
EAP/Study Start Academic Coordinator – Summer Programmes, Lancaster University
- Civil Society Scholar Award 2014/2015 (fieldwork research grant)
- Civil Society Scholar Award 2016/2017 (fieldwork research grant)
Identity construction in narratives of Syrian forced migrants: ‘Small stories’ as a model of analysis
Sharkawi, T. 18/06/2016
Narratives of literacy experiences of Syrian refugees in European host countries
Sharkawi, T. 31/03/2016
Can IELTS and the CEFR do what our can dos can do?: assessing student writing practices on Lancaster University’s EAP (Study Skills) Programme
Indrarathne, B., Unger, J., Sharkawi, T. 28/02/2015
Identity-based anxiety in the language classroom: a case study
Sharkawi, T. 11/01/2009 In: Critical pedagogy in the Middle East. Newcastle upon Tyne : Cambridge Scholars p. 149-176. 28 p.