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For many teachers and theorists of composition, the ingrained reluctance to use "I" came to stand as a powerful symbol of all that was alienating and disenfranchising about an institutionalized educational system that seemed more concerned with student discipline than empowerment. Consequently, the cultivation of the use of "I" as part of the effort to help students discover an authentic voice became an important movement within the progressive composition tradition. The prohibition against the use of "I" along with the related reluctance to include "opinion" in a paper have special resonance for working-class students. Constructing a working-class academic "I" is not a process of adapting to a given academic environment but of challenging that environment, a challenge inherent in the contradictions implied by the title "working-class academic." The constructing of the working-class academic "I" is more than just an issue of personal identity or of finding an individual's own true voice for both students and instructors: it represents a challenge to the very structures and culture of academic life itself. (CR)

Descriptors: Academic Discourse, Educational Environment, Higher Education, Self Concept, Student Empowerment, Student Needs, Working Class, Writing (Composition), Writing Instruction, Writing Processes











Autor: Alberti, John

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7763&id=ED423536







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