Titlebook: Community Colleges and First-Generation Students; Academic Discourse i Jan Osborn Book 2015 The Editor(s) (if applicable) and The Author(s)

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Identities: A Context of Multiplicity,n Kenya, he and his half-sister Auma leave a restaurant where they are ignored while the black waiter serves white patrons. Obama (2004) reflects upon the life that has generated the waiter’s actions, wondering if the waiter realizes he is “serving the interests of neocolonialism,” or if he “straddl

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Linguistic Ideologies,es through their writing courses is the thinking about how their identity formations are languaged. Many theories attempt to explain how language functions in a cultural context. Within the context of a community college writing classroom, the concepts of language and identity provide rich lenses fo

得体

Institutionalized Identities,ng on student Discourse (writing and speaking), instructor Discourse (instruction and feedback on student writing), and contextualizing documents. I took on this case to better understand the relationship of academic discourse as a construct and students from diverse backgrounds experiencing that co

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Classroom Discourse,ve like cornered foxes. The . in this academic context, just how language will be used in this community college writing classroom, how language will convey the values and knowledge of the academy, how it is constructed and will construct the students who want to gain access to its rewards, begins w

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A Call to Action: What We Say and What We Do,peak to possibilities of transforming the community college to an institution that, indeed, becomes a place of transformation for students who represent the future. Education, while certainly studying the past, is also about the future. Education has always changed—new technologies, new paradigms. I

MAIZE

Overview: 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.978-1-137-55569-4

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