Literaturnachweis - Detailanzeige
| Autor/in | Osborn, Jan |
|---|---|
| Titel | Community colleges and first-generation students. Academic discourse in the writing classroom. |
| Quelle | New York, NY: Palgrave Macmillan (2015) |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9781137555670 |
| Schlagwörter | USA; Community colleges; Sociological aspects; United States; First-generation college students; Minority college students; Community college students; Education, Higher; Social aspects; Critical discourse analysis; EDUCATION / Organizations & Institutions; Bildungstheorie; Bildungspraxis Community college; Community College; Sociology; Soziologie; USA; Collegestudents; First generation; Collegestudent; Collegestudentin; Erste Generation; Minority; College students; Minorität; Community colleges; Higher education; Hochschule; Fachhochschule; Universität; Social behavior; Social behaviour; Soziales Verhalten; Discourse analysis; Criticism; Diskursanalyse; Kritik; Education; Organization; Institution; Bildung; Erziehung; Organisation; Organisationsstruktur |
| Abstract | -- 1.Intersecting Place, Purpose, and Practice: A Community College Context 2.Identities: A Context of Multiplicity 3.Linguistic Ideologies 4.Institutionalized Identities 5.Classroom Discourse 6.Student Voices 7.Homogenizing Identities 8.A Call To Action: What We Say and What We Do.. "Community Colleges and First-Generation Students examines how first-generation students from diverse ethnic and linguistic backgrounds are initiated into what is known as academic discourse, particularly at the community college. Osborn systematically looks at specific classroom discourses through detailed evidence provided by the diversities represented by the students, and how the students negotiated their identities in terms of the ideological directionality in play. "--Provided by publisher.; "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. "--Provided by publisher. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2015/2/06 |
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