Community Colleges and First-Generation Students: Academic Discourse in the Writing Classroom.pdf
Community Colleges and First-Generation Students examines a community college writing classroom through ten students from diverse linguistic, ethnic, socio-economic, and national backgrounds. Students are introduced to a version of academic discourse that challenges their identities and visions of the future.
"This book critically examines the promise of community colleges to provide social mobility to students from outside the social mainstream. It features a situated examination of learning and instruction in a specific institution, based on rich qualitative data that includes interviews, observations, and instructional artifacts. The book leaves us with the tragic sense of missed opportunities. Despite the good intentions of administrators and teachers, and instructional materials that can address diversity, pedagogical practices don't provide spaces for students to draw from their rich linguistic and cultural heritage. The normative and hierarchical views on language, and utilitarian approaches to literacy, suppress the identities of students. While students who are thus silenced are unable to engage productively with instruction for success, institutions are also denied the opportunity to draw from the resources of their diverse student population to broaden their discourses and practices creatively for a more progressive education." - Suresh Canagarajah, Edwin Erle Sparks Professor and Director, Migration Studies Project, Departments of Applied Linguistics and English, Pennsylvania State University, USA
Jan Osborn is Assistant Professor in the Rhetoric and Writing Studies Program in the Department of English at Chapman University, USA.
1. Intersecting Place, Purpose, and Practice: A Community College Context 2. Identities: A Context of Multiplicity 3. Linguistic Ideologies 4. Institutionalized Identities 5. Classroom Discourse 6. Student Voices 7. Homogenizing Identities 8. A Call To Action: What We Say and What We Do