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Composing Borderlands: The Lives and Literacies of First-Generation, Latinx Youth Transitioning to College Writing- [electronic resource]
Composing Borderlands: The Lives and Literacies of First-Generation, Latinx Youth Transitioning to College Writing- [electronic resource]
상세정보
- 자료유형
- 학위논문파일 국외
- 최종처리일시
- 20240214100119
- ISBN
- 9798379754075
- DDC
- 370
- 저자명
- Monea, Bethany.
- 서명/저자
- Composing Borderlands: The Lives and Literacies of First-Generation, Latinx Youth Transitioning to College Writing - [electronic resource]
- 발행사항
- [S.l.]: : University of Pennsylvania., 2023
- 발행사항
- Ann Arbor : : ProQuest Dissertations & Theses,, 2023
- 형태사항
- 1 online resource(257 p.)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
- 주기사항
- Advisor: Stornaiuolo, Amy.
- 학위논문주기
- Thesis (Ph.D.)--University of Pennsylvania, 2023.
- 사용제한주기
- This item must not be sold to any third party vendors.
- 초록/해제
- 요약This dissertation is motivated by the limits of current conceptualizations of college transition- the metaphorical bridges, pathways, and tracks to college that represent a linear trajectory upheld by normative educational progress narratives often oriented toward Eurocentric, Englishdominant, text-based standards for academic writing and research. Guided by Latina Feminist theories, I offer a reconceptualization of college transition as a dynamic, expansive, and liminal borderland space by tracing the composing practices of eight first-generation (first-gen), Latinx students whose living and learning in boundary-crossing spaces position them as epistemically privileged guides for such an inquiry. In this study, I asked: How did a group of first-gen, Latinx students navigate and research the transition from high school to college? To investigate this question, I conducted 18 months of ethnographic and participatory research while facilitating participants' production of YouTube videos about their college transition experiences. Through qualitative and collaborative analysis, I identified ways that participants engaged in writing, art, and media-making practices to negotiate, resist, and transform the limiting, narrow standards of "academic" writing and research on the "college track." More specifically, I explored how participants engaged in composing at the nexus of high school and college to assert their bilingual, bicultural identities through multiliteracies; to navigate unexpected pathways to college through autobiographical writing; and to expand the boundaries of academic writing and research through participatory methodologies. I conclude by suggesting how participatory research and students' nepantla literacies (Lizarraga & Gutierrez, 2018) can expand and transform the borders that currently constrain academic knowledge production-and, by extension, "college-level" writing and "college-track" curriculum-by centering the literacies, epistemologies, and identities historically relegated to the margins.
- 일반주제명
- Education.
- 일반주제명
- Higher education.
- 일반주제명
- Secondary education.
- 키워드
- Composition
- 키워드
- First-generation
- 키워드
- Latinx
- 키워드
- Writing studies
- 기타저자
- University of Pennsylvania Education
- 기본자료저록
- Dissertations Abstracts International. 84-12A.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520240214100119
■006m o d
■007cr#unu||||||||
■020 ▼a9798379754075
■035 ▼a(MiAaPQ)AAI30423725
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aMonea, Bethany.
■24510▼aComposing Borderlands: The Lives and Literacies of First-Generation, Latinx Youth Transitioning to College Writing▼h[electronic resource]
■260 ▼a[S.l.]:▼bUniversity of Pennsylvania. ▼c2023
■260 1▼aAnn Arbor :▼bProQuest Dissertations & Theses, ▼c2023
■300 ▼a1 online resource(257 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 84-12, Section: A.
■500 ▼aAdvisor: Stornaiuolo, Amy.
■5021 ▼aThesis (Ph.D.)--University of Pennsylvania, 2023.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aThis dissertation is motivated by the limits of current conceptualizations of college transition- the metaphorical bridges, pathways, and tracks to college that represent a linear trajectory upheld by normative educational progress narratives often oriented toward Eurocentric, Englishdominant, text-based standards for academic writing and research. Guided by Latina Feminist theories, I offer a reconceptualization of college transition as a dynamic, expansive, and liminal borderland space by tracing the composing practices of eight first-generation (first-gen), Latinx students whose living and learning in boundary-crossing spaces position them as epistemically privileged guides for such an inquiry. In this study, I asked: How did a group of first-gen, Latinx students navigate and research the transition from high school to college? To investigate this question, I conducted 18 months of ethnographic and participatory research while facilitating participants' production of YouTube videos about their college transition experiences. Through qualitative and collaborative analysis, I identified ways that participants engaged in writing, art, and media-making practices to negotiate, resist, and transform the limiting, narrow standards of "academic" writing and research on the "college track." More specifically, I explored how participants engaged in composing at the nexus of high school and college to assert their bilingual, bicultural identities through multiliteracies; to navigate unexpected pathways to college through autobiographical writing; and to expand the boundaries of academic writing and research through participatory methodologies. I conclude by suggesting how participatory research and students' nepantla literacies (Lizarraga & Gutierrez, 2018) can expand and transform the borders that currently constrain academic knowledge production-and, by extension, "college-level" writing and "college-track" curriculum-by centering the literacies, epistemologies, and identities historically relegated to the margins.
■590 ▼aSchool code: 0175.
■650 4▼aEducation.
■650 4▼aHigher education.
■650 4▼aSecondary education.
■653 ▼aCollege transition
■653 ▼aComposition
■653 ▼aFirst-generation
■653 ▼aLatinx
■653 ▼aParticipatory research
■653 ▼aWriting studies
■690 ▼a0515
■690 ▼a0745
■690 ▼a0533
■71020▼aUniversity of Pennsylvania▼bEducation.
■7730 ▼tDissertations Abstracts International▼g84-12A.
■773 ▼tDissertation Abstract International
■790 ▼a0175
■791 ▼aPh.D.
■792 ▼a2023
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16931798▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
