Pedagogy of Validation: Autobiographical Reading and Writing Courses for First-Year, Low-Income Students

Autor/inn/en	Perez, Rosemary J.; Acuña, Arely; Reason, Robert D.
Titel	Pedagogy of Validation: Autobiographical Reading and Writing Courses for First-Year, Low-Income Students
Quelle	In: Innovative Higher Education, 46 (2021) 6, S.623-641 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Perez, Rosemary J.) ORCID (Acuña, Arely) ORCID (Reason, Robert D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-5627
DOI	10.1007/s10755-021-09555-9
Schlagwörter	Low Income Students; Autobiographies; Reading Instruction; Writing Instruction; College Freshmen; Student Experience; Classroom Environment; Reflection; Culturally Relevant Education; Personal Narratives; Empathy; Self Concept; Freshman Composition + Suchen Sie Ihr Suchwort? Autobiography; Autobiografie; Autobiographie; Leseunterricht; Schreibunterricht; Studienanfänger; Studienerfahrung; Klassenklima; Unterrichtsklima; Erlebniserzählung; Empathie; Selbstkonzept
Abstract	This embedded case study leveraged Rendón's (1994) validation theory as well as theories connecting self-reflection and transformative learning (e.g., Mezirow, 1990, 1997) to examine an autobiographical reading and writing course designed for low-income, first-year students in a comprehensive college transition program at an institution in the Midwest region of the United States. We used interviews with course instructors, longitudinal digital diaries with students, and course observations to understand the nature of the course and how participants experienced it. We found that building community was essential to supporting students' learning. Within classroom communities, instructors structured opportunities for reflection, validated students' stories, used culturally relevant texts, and encouraged sharing narratives with peers. These practices in combination cumulatively enhanced students' writing skills, their confidence, and their sense of belonging. Participants also reported that the course deepened students' self-awareness and fostered empathy for peers. Our participants highlighted the benefits of incorporating autobiographical reading and writing into first-year composition courses, particularly for low-income students and those with minoritized identities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01