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Knygos.lt nariams
- Išsiųsime per 12–18 d.d.
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- Autorius: Mary Soliday
- Leidėjas: University of Pittsburgh Press
- ISBN-10: 0822941864
- ISBN-13: 9780822941866
- Formatas: 14.9 x 22.1 x 2.2 cm, kieti viršeliai
- Kalba: Anglų
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Aprašymas
While some students need more writing instruction than others, The Politics of Remediation reveals how that need also pertains to the institutions themselves. Mary Soliday argues that universities may need remedial English to alleviate their own crises in admissions standards, enrollment, mission, and curriculum, and English departments may use remedial programs to mediate their crises in enrollment, electives, and relationships to the liberal arts and professional schools.
Following a brief history of remedial English and the political uses of remediation at CCNY before, during, and after the open admissions policy, Soliday questions the ways in which students' need for remedial writing instruction has become widely associated with the need to acculturate minorities to the university. In disentangling identity politics from remediation, she challenges a powerful assumption of post-structuralist work: that a politics of language use is equivalent to the politics of access to institutions.
- Autorius: Mary Soliday
- Leidėjas: University of Pittsburgh Press
- ISBN-10: 0822941864
- ISBN-13: 9780822941866
- Formatas: 14.9 x 22.1 x 2.2 cm, kieti viršeliai
- Kalba: Anglų
While some students need more writing instruction than others, The Politics of Remediation reveals how that need also pertains to the institutions themselves. Mary Soliday argues that universities may need remedial English to alleviate their own crises in admissions standards, enrollment, mission, and curriculum, and English departments may use remedial programs to mediate their crises in enrollment, electives, and relationships to the liberal arts and professional schools.
Following a brief history of remedial English and the political uses of remediation at CCNY before, during, and after the open admissions policy, Soliday questions the ways in which students' need for remedial writing instruction has become widely associated with the need to acculturate minorities to the university. In disentangling identity politics from remediation, she challenges a powerful assumption of post-structuralist work: that a politics of language use is equivalent to the politics of access to institutions.
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