Traversing Academic Contexts: An Egyptian Writer's Literacy Learning Trajectory from Public School to Transnational University

Autor/in	Austin, James P.
Titel	Traversing Academic Contexts: An Egyptian Writer's Literacy Learning Trajectory from Public School to Transnational University
Quelle	In: Written Communication, 39 (2022) 4, S.630-658 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-0883
DOI	10.1177/07410883221114085
Schlagwörter	Foreign Countries; Academic Language; Writing (Composition); Undergraduate Students; International Schools; Authors; Literacy; Writing Instruction; Public Schools; High Schools; Writing Skills; Egypt + Suchen Sie Ihr Suchwort? Ausland; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Schreibübung; International school; Internationale Schule; Author; Autor; Autorin; Alphabetisierung; Schreib- und Lesefähigkeit; Schreibunterricht; Public school; Öffentliche Schule; High school; Oberschule; Writing skill; Schreibfertigkeit; Ägypten
Abstract	This article follows the academic literacy learning trajectory of Farah, an undergraduate anthropology major at the American University in Cairo. In charting her path from the Egyptian public schooling system to a Western-based transnational university, this study offers a perspective in which a writer created and navigated a challenging trajectory and adapted Western-based literacies to aid in the development of an academic and professional agenda based in personal and national interests. This article draws on frameworks in composition studies and transnational literacy studies to suggest that theorizing such trajectories may require new concepts that can account for literacy learning trajectories for writers like Farah. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01