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title: "Stereotypes and Negative Indexes of the Nubians in Egypt"
authors: ["asmaataha.md"]
abstract: This paper investigates the stigmatized portrayal of Nubians, particularly Fadija and Kunuz speakers, in Egyptian media, emphasizing the negative stereotypes that continue to permeate these representations. Nubian speakers of the Fadija and Mattoki vernaculars are frequently depicted as unintelligible in Arabic, dark-skinned, and confined to lower-class roles. Terms such as ‘barbari’ (barbarian), ‘bijurtʕun’ (speaking gibberish), and ‘bijtkalem ʕarabi mekasar’ (speaking broken Arabic) are commonly used to refer to Nubians, reinforcing social and racial biases. These portrayals contribute to prejudice and discrimination, forcing some Nubians to adopt Arabic to avoid mockery and marginalization. Nonetheless, many Nubians remain committed to maintaining their mother tongues as a means of preserving their cultural identity, linguistic heritage, and ideological values. This study applies the theory of indexicality to analyze how both linguistic and non-linguistic elements—including language use, dress, occupation, skin color, and character traits—are employed in media to reinforce negative stereotypes. The paper underscores the significance of learning Nubian languages within the home, as this practice supports not only linguistic diversity but also the cultural and ideological underpinnings embedded in Nubian homescapes. By examining media representation patterns, the paper reveals how media producers deliberately create and perpetuate negative racial and social indexes. It also explores the perspectives of Nubian speakers on these portrayals and highlights their resistance to stereotypes through the preservation of language and culture within their households. Nubian homes, thus, are depicted not merely as physical spaces but as dynamic embodiments of history, identity, and social structure. While proficiency in Arabic, which holds prestige in domains such as education, religion, and public media, is recognized as a marker of social status, this paper argues that fostering public awareness and promoting counter-narratives are crucial for positive representations of Nubian language and culture. The paper concludes that language learning within the home is vital for the cultural continuity of Nubian communities and serves as a foundation for combating negative portrayals and strengthening a positive Nubian identity within the broader Egyptian society.
keywords: ["Dotawo", "Christian", "queen", "Gaua", "Jawe", "sixteenth century", "Joel", "Portuguese" ,"Ethiopia", "João de Barros", "Francisco Álvares", "Dongola"]
keywords: ["Sudan", "Nubians", "Nubians", "stereotypes", "linguistics"]
---
@ -1277,7 +1277,7 @@ Arabic in Egypt." *Dotawo* 6, 1 (2019): pp. 113--48
[[https://www.facebook.com/share/ufuiPKpvFA4Chu9p/?mibextid=qi2Omg](https://www.facebook.com/share/ufuiPKpvFA4Chu9p/?mibextid=qi2Omg)
[^8]: The NLS website can be accessed at:
[[https://nlsnubia.com/]{.underline}](https://nlsnubia.com/)
[[https://nlsnubia.com/](https://nlsnubia.com/)
[^9]: Sánchez Macarro, Windows to the World: Media Discourse in English,
p. 13.
@ -1311,29 +1311,29 @@ Arabic in Egypt." *Dotawo* 6, 1 (2019): pp. 113--48
[^21]: Eckert, Variation and the Indexical field.
[^22]: See
[[https://www.youtube.com/watch?v=k0EE24Pc02E]{.underline}](https://www.youtube.com/watch?v=k0EE24Pc02E)
[[https://www.youtube.com/watch?v=k0EE24Pc02E](https://www.youtube.com/watch?v=k0EE24Pc02E)
(accessed May 2021).
[^23]: See
[<https://www.youtube.com/watch?v=vYfif7sAnpw&list=PL4ZQAyKFoBc-GzgfgRN8M9HJe152WYJ9D&index=5>.]{.underline}
[<https://www.youtube.com/watch?v=vYfif7sAnpw&list=PL4ZQAyKFoBc-GzgfgRN8M9HJe152WYJ9D&index=5>.]
[^24]: See
[[https://www.youtube.com/watch?v=vLW3gDcVzak]{.underline}](https://www.youtube.com/watch?v=vLW3gDcVzak)
[[https://www.youtube.com/watch?v=vLW3gDcVzak](https://www.youtube.com/watch?v=vLW3gDcVzak)
(accessed in May 2021).
[^25]: See
[[https://www.youtube.com/watch?v=L7L8zMTxsYc]{.underline}](https://www.youtube.com/watch?v=L7L8zMTxsYc)
[[https://www.youtube.com/watch?v=L7L8zMTxsYc](https://www.youtube.com/watch?v=L7L8zMTxsYc)
(accessed in June 2020).
[^26]: See
[[https://www.youtube.com/watch?v=-G-5gKXOkNQ]{.underline}](https://www.youtube.com/watch?v=-G-5gKXOkNQ)
[[https://www.youtube.com/watch?v=-G-5gKXOkNQ](https://www.youtube.com/watch?v=-G-5gKXOkNQ)
(accessed May 2021).
[^27]: See [<https://www.youtube.com/watch?v=ctImkHHP9x4>]{.underline}
[^27]: See [<https://www.youtube.com/watch?v=ctImkHHP9x4>]
(accessed August 2021).
[^28]: See
[[https://www.youtube.com/watch?v=\_A90OVqQtSM]{.underline}](https://www.youtube.com/watch?v=_A90OVqQtSM)
[[https://www.youtube.com/watch?v=\_A90OVqQtSM](https://www.youtube.com/watch?v=_A90OVqQtSM)
(accessed September 2021).
[^29]: Glossing abbreviations used in this paper: 1- first person; 2-
@ -1348,7 +1348,7 @@ Arabic in Egypt." *Dotawo* 6, 1 (2019): pp. 113--48
movies and plays. His style of portraying Nubians, that includes
ridiculing their Arabic fluency and accuracy, is still used in
Egypt. See
[[https://www.youtube.com/watch?v=UAPYImuAK_g]{.underline}](https://www.youtube.com/watch?v=UAPYImuAK_g)
[[https://www.youtube.com/watch?v=UAPYImuAK_g](https://www.youtube.com/watch?v=UAPYImuAK_g)
(accessed June 2021).
[^31]: Arabic is a grammatically gendered language in which verbs,
@ -1357,23 +1357,23 @@ Arabic in Egypt." *Dotawo* 6, 1 (2019): pp. 113--48
nouns have to agree in gender.
[^32]: See
[[https://www.youtube.com/watch?v=l_18m7gWKQM]{.underline}](https://www.youtube.com/watch?v=l_18m7gWKQM)
[[https://www.youtube.com/watch?v=l_18m7gWKQM](https://www.youtube.com/watch?v=l_18m7gWKQM)
(accessed July 2021).
[^33]: See
[[https://www.youtube.com/watch?v=vLW3gDcVzak]{.underline}](https://www.youtube.com/watch?v=vLW3gDcVzak)
[[https://www.youtube.com/watch?v=vLW3gDcVzak](https://www.youtube.com/watch?v=vLW3gDcVzak)
(accessed May 2021).
[^34]: See
[[https://www.youtube.com/watch?v=PmgjwTZ6aRMfor]{.underline}](https://www.youtube.com/watch?v=PmgjwTZ6aRMfor)
[[https://www.youtube.com/watch?v=PmgjwTZ6aRMfor](https://www.youtube.com/watch?v=PmgjwTZ6aRMfor)
4a;
[[https://www.youtube.com/watch?v=ryWp_nqybmI]{.underline}](https://www.youtube.com/watch?v=ryWp_nqybmI)
[[https://www.youtube.com/watch?v=ryWp_nqybmI](https://www.youtube.com/watch?v=ryWp_nqybmI)
for 4b, and
[[https://www.youtube.com/watch?v=ZF8dncakq7k]{.underline}](https://www.youtube.com/watch?v=ZF8dncakq7k)
[[https://www.youtube.com/watch?v=ZF8dncakq7k](https://www.youtube.com/watch?v=ZF8dncakq7k)
for 4c (accessed August 2021).
[^35]: See
[[https://www.youtube.com/watch?v=ixZ9YtVLU3Q]{.underline}](https://www.youtube.com/watch?v=ixZ9YtVLU3Q)
[[https://www.youtube.com/watch?v=ixZ9YtVLU3Q](https://www.youtube.com/watch?v=ixZ9YtVLU3Q)
(accessed September 2021).
[^36]: Rouchdy, *Nubians and the Nubian Language in Contemporary Egypt*,
@ -1386,11 +1386,11 @@ Arabic in Egypt." *Dotawo* 6, 1 (2019): pp. 113--48
family members and friends who helped me with the survey study.
[^38]: See
[[https://www.youtube.com/watch?v=8X5bm0m-2SA]{.underline}](https://www.youtube.com/watch?v=8X5bm0m-2SA)
[[https://www.youtube.com/watch?v=8X5bm0m-2SA](https://www.youtube.com/watch?v=8X5bm0m-2SA)
(accessed in September 2024).
[^39]: See
[[https://www.youtube.com/watch?v=AU0clu5ft-E]{.underline}](https://www.youtube.com/watch?v=AU0clu5ft-E)
[[https://www.youtube.com/watch?v=AU0clu5ft-E](https://www.youtube.com/watch?v=AU0clu5ft-E)
(accessed in September 2021).
[^40]: In this study, music video refers to video recorded or filmed
@ -1404,14 +1404,14 @@ Arabic in Egypt." *Dotawo* 6, 1 (2019): pp. 113--48
Egyptian revolution.
[^42]: See
[[https://www.youtube.com/@NubaTubeChannel]{.underline}](https://www.youtube.com/%40NubaTubeChannel)
[[https://www.youtube.com/@NubaTubeChannel](https://www.youtube.com/%40NubaTubeChannel)
(accessed September 2021) and
[[www.youtube.com/@[ع]{dir="rtl"}7[ط]{dir="rtl"}-[ﻗﻧﺎةاﻟﻧوﺑﺔ]{dir="rtl"}]{.underline}](http://www.youtube.com/%40%D9%82%D9%86%D8%A7%D8%A9%D8%A7%D9%84%D9%86%D9%88%D8%A8%D8%A9-%D8%B77%D8%B9)
[[www.youtube.com/@[ع]{dir="rtl"}7[ط]{dir="rtl"}-[ﻗﻧﺎةاﻟﻧوﺑﺔ]{dir="rtl"}](http://www.youtube.com/%40%D9%82%D9%86%D8%A7%D8%A9%D8%A7%D9%84%D9%86%D9%88%D8%A8%D8%A9-%D8%B77%D8%B9)
(accessed September 2021) respectively.
[^43]: [[https://artofnubia.com/index.html]{.underline}](https://artofnubia.com/index.html)
[^43]: [[https://artofnubia.com/index.html](https://artofnubia.com/index.html)
[^44]: [[https://www.napata.org/language.html]{.underline}](https://www.napata.org/language.html)
[^44]: [[https://www.napata.org/language.html](https://www.napata.org/language.html)
[^45]: Appendix 2 provides a description of the Arabic IPA Arabic sounds
used in this paper.