Skip to content
2018
Volume 78, Issue 2
  • ISSN: 0010-0994
  • E-ISSN: 2161-8178

Abstract

Four texts are reviewed that exemplify an important strand of writing center scholarship focused on power dynamics and identity politics in literacy teaching and learning, particularly but not exclusively within college writing centers. Each text takes up the entrenched problem of oppression and injustice toward students identified as being minority by institutional standards; each addresses possibilities for more productive, humane, and inclusive practice. Considered alongside scholarship by authors participating in this January's symposium issue and others concerned with disrupting monolingual, monocultural ideologies and institutionalized oppression, these texts add significantly to the conversation on theory and practice of critical literacy teaching and learning.

Loading

Article metrics loading...

/content/journals/10.58680/ce201527550
2015-11-01
2025-02-08
Loading full text...

Full text loading...

http://instance.metastore.ingenta.com/content/journals/10.58680/ce201527550
Loading
  • Article Type: Research Article
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error