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Composing Borderlands: The Lives and Literacies of First-Generation, Latinx Youth Transitioning to College Writing / Bethany Monea.
- Format:
- Book
- Thesis/Dissertation
- Author/Creator:
- Monea, Bethany, author.
- Language:
- English
- Subjects (All):
- Education.
- Higher education.
- Secondary education.
- Education--Penn dissertations.
- Penn dissertations--Education.
- Local Subjects:
- Education.
- Higher education.
- Secondary education.
- Education--Penn dissertations.
- Penn dissertations--Education.
- Physical Description:
- 1 online resource (257 pages)
- Distribution:
- Ann Arbor : ProQuest Dissertations & Theses, 2023
- Contained In:
- Dissertations Abstracts International 84-12A.
- Place of Publication:
- [Philadelphia, Pennsylvania] : University of Pennsylvania, 2022.
- Language Note:
- English
- Summary:
- This 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.
- Notes:
- Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
- Advisors: Stornaiuolo, Amy; Committee members: Gadsden, Vivian L.; Campano, H. Gerald; Ramon Lizarraga, Jose.
- Department: Education.
- Ph.D. University of Pennsylvania 2023.
- Local Notes:
- School code: 0175
- ISBN:
- 9798379754075
- Access Restriction:
- Restricted for use by site license.
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