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9781137555670

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Reviews

This book critically examines the promise of community colleges to provide social mobility to students from outside the social mainstream. It features a situated examination of learning and instruction in a specific institution, based on rich qualitative data that includes interviews, observations, and instructional artifacts. The book leaves us with the tragic sense of missed opportunities. Despite the good intentions of administrators and teachers, and instructional materials that can address diversity, pedagogical practices don't provide spaces for students to draw from their rich linguistic and cultural heritage. The normative and hierarchical views on language, and utilitarian approaches to literacy, suppress the identities of students. While students who are thus silenced are unable to engage productively with instruction for success, institutions are also denied the opportunity to draw from the resources of their diverse student population to broaden their discourses and practices creatively for a more progressive education. - Suresh Canagarajah, Edwin Erle Sparks Professor and Director, Migration Studies Project, Departments of Applied Linguistics and English, Pennsylvania State University, USA

The book is addressed to scholars in the fields of academic discourse and academic writing, writing instructors, community college administrators, and those who are interested in academic discourse, community college education, education policy as well as education for social change. ... A very complete, well-exemplified and detailed data analysis and a clear and accessible writing style make the book a successful example of a critical view of the academic writing classroom and an enticing invitation to reflection. (Pamela Olmos-Lopez, Discourse & Society, Vol. 28 (6), 2017)

Author Information

Jan Osborn is Assistant Professor in the Rhetoric and Writing Studies Program in the Department of English at Chapman University, USA.

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