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2018
Volume 46, Issue 3
  • ISSN: 0034-527X
  • E-ISSN: 1943-2348

Abstract

In this article, I consider how subjectivities are composed and assessed within the boundaries of a career-focused portfolio program. First, by examining how portfolio composition is taught in senior English courses, I identify the qualities of the subject position students are called to occupy. Next, I present discourse analyses of portfolio materials composed by two students of different class backgrounds. More specifically, I explore how these students draw upon and adapt different resources to promote themselves as different kinds of subjects-in-worlds. As these disparate performances are assessed according to their coherence with certain class values, I argue, the program rates certain lives more favorably than others.

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/content/journals/10.58680/rte201218456
2012-02-01
2024-06-13
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http://instance.metastore.ingenta.com/content/journals/10.58680/rte201218456
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  • Article Type: Research Article
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