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Mapping Community Values to Engage Departments in Linguistic Justice-Centered Writing Curriculum
Mapping Community Values to Engage Departments in Linguistic Justice-Centered Writing Curriculum
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152657
- ISBN
- 9798383582718
- DDC
- 808
- 저자명
- Bouza, Emily.
- 서명/저자
- Mapping Community Values to Engage Departments in Linguistic Justice-Centered Writing Curriculum
- 발행사항
- [Sl] : The University of Wisconsin - Madison, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 171 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-02, Section: A.
- 주기사항
- Advisor: Young, Morris;Gottschalk Druschke, Caroline.
- 학위논문주기
- Thesis (Ph.D.)--The University of Wisconsin - Madison, 2024.
- 초록/해제
- 요약In this dissertation project, I explore what it would look like to center an attention to social and linguistic justice in a Writing Across the Curriculum (WAC) collaboration with a department through the use of community-engaged methods. Specifically, this project asks the following questions: (1) What does a theory of the work of WAC administration, or perhaps a true theory of WAC, look like and why is such a theory necessary? (2) What does it look like to engage with units on campus as existing communities in the manner of community-engaged research? (3) Does engaging with units on campus through a community-engaged manner lead towards actions that center social and linguistic justice as a fundamental component of WAC and broader pedagogical practices? If so, what does this look like? and (4) Does discussing the values of curriculum, writing, and social and linguistic justice lead to finding intersections among these values, developing goals based on them, or affecting the way writing and language is taught? I explore these questions first by establishing a theoretical framework, then by developing a methodological framework of community engagement to use in these types of collaborations, and finally by sharing results from using these ideas with the Civil and Environmental Engineering department at the UW-Madison campus. Through this project, my primary goal is to explore how to approach discussions of linguistic justice from the standpoint that all instructors on campuses can contribute to discussions of how to enact these ideas in their disciplinary contexts. This project has implications for WAC administrators hoping to center linguistic justice in sustainable and collaborative approaches across campuses, and also for anyone who hopes to think more critically about setting up ethical collaborations in their social justice work.
- 일반주제명
- Rhetoric
- 일반주제명
- Curriculum development
- 일반주제명
- Pedagogy
- 일반주제명
- Education
- 기타저자
- The University of Wisconsin - Madison English
- 기본자료저록
- Dissertations Abstracts International. 86-02A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520250211152657
■006m o d
■007cr#unu||||||||
■020 ▼a9798383582718
■035 ▼a(MiAaPQ)AAI31487653
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a808
■1001 ▼aBouza, Emily.
■24510▼aMapping Community Values to Engage Departments in Linguistic Justice-Centered Writing Curriculum
■260 ▼a[Sl]▼bThe University of Wisconsin - Madison▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a171 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-02, Section: A.
■500 ▼aAdvisor: Young, Morris;Gottschalk Druschke, Caroline.
■5021 ▼aThesis (Ph.D.)--The University of Wisconsin - Madison, 2024.
■520 ▼aIn this dissertation project, I explore what it would look like to center an attention to social and linguistic justice in a Writing Across the Curriculum (WAC) collaboration with a department through the use of community-engaged methods. Specifically, this project asks the following questions: (1) What does a theory of the work of WAC administration, or perhaps a true theory of WAC, look like and why is such a theory necessary? (2) What does it look like to engage with units on campus as existing communities in the manner of community-engaged research? (3) Does engaging with units on campus through a community-engaged manner lead towards actions that center social and linguistic justice as a fundamental component of WAC and broader pedagogical practices? If so, what does this look like? and (4) Does discussing the values of curriculum, writing, and social and linguistic justice lead to finding intersections among these values, developing goals based on them, or affecting the way writing and language is taught? I explore these questions first by establishing a theoretical framework, then by developing a methodological framework of community engagement to use in these types of collaborations, and finally by sharing results from using these ideas with the Civil and Environmental Engineering department at the UW-Madison campus. Through this project, my primary goal is to explore how to approach discussions of linguistic justice from the standpoint that all instructors on campuses can contribute to discussions of how to enact these ideas in their disciplinary contexts. This project has implications for WAC administrators hoping to center linguistic justice in sustainable and collaborative approaches across campuses, and also for anyone who hopes to think more critically about setting up ethical collaborations in their social justice work.
■590 ▼aSchool code: 0262.
■650 4▼aRhetoric
■650 4▼aCurriculum development
■650 4▼aPedagogy
■650 4▼aEducation
■653 ▼aActivist frameworks
■653 ▼aCommunity engagement methods
■653 ▼aLinguistic justice
■653 ▼aWriting across the curriculum
■653 ▼aWriting in engineering
■690 ▼a0681
■690 ▼a0456
■690 ▼a0515
■690 ▼a0727
■71020▼aThe University of Wisconsin - Madison▼bEnglish.
■7730 ▼tDissertations Abstracts International▼g86-02A.
■790 ▼a0262
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17163354▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
