Literaturnachweis - Detailanzeige
| Autor/in | Monea, Bethany |
|---|---|
| Titel | Composing Borderlands: The Lives and Literacies of First-Generation, Latinx Youth Transitioning to College Writing |
| Quelle | (2023), (257 Seiten)
PDF als Volltext Ph.D. Dissertation, University of Pennsylvania |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3797-5407-5 |
| Schlagwörter | Hochschulschrift; Dissertation; First Generation College Students; Hispanic American Students; College Freshmen; Freshman Composition; Ethnography; Participatory Research; Literacy; Epistemology; Minority Group Students; Multiple Literacies |
| Abstract | This dissertation is motivated by the limits of current conceptualizations of college transition-- the metaphorical bridges, pathways, and tracks to college that represent a linear trajectory upheld by normative educational progress narratives often oriented toward Eurocentric, English-dominant, text-based standards for academic writing and research. Guided by Latina Feminist theories, I offer a reconceptualization of college transition as a dynamic, expansive, and liminal "borderland" space by tracing the composing practices of eight first-generation (first-gen), Latinx students whose living and learning in boundary-crossing spaces position them as epistemically privileged guides for such an inquiry. In this study, I asked: How did a group of first-gen, Latinx students navigate and research the transition from high school to college? To investigate this question, I conducted 18 months of ethnographic and participatory research while facilitating participants' production of YouTube videos about their college transition experiences. Through qualitative and collaborative analysis, I identified ways that participants engaged in writing, art, and media-making practices to negotiate, resist, and transform the limiting, narrow standards of "academic" writing and research on the "college track." More specifically, I explored how participants engaged in composing at the nexus of high school and college to assert their bilingual, bicultural identities through multiliteracies; to navigate unexpected pathways to college through autobiographical writing; and to expand the boundaries of academic writing and research through participatory methodologies. I conclude by suggesting how participatory research and students' nepantla literacies (Lizarraga & Gutierrez, 2018) can expand and transform the borders that currently constrain academic knowledge production--and, by extension, "college-level" writing and "college-track" curriculum--by centering the literacies, epistemologies, and identities historically relegated to the margins. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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