Roberta; or, the Ambiguities: Tough Love and High-Stakes Assessment at a Two-Year College in North Georgia

摘要: This ethnographic narrative employs a neo-Vygotskian perspective (Holland et al.) to examine how, in the setting of remedial ESL program at public two-year college North Georgia, subject position an basic writing instructor was mediated by her understandings and engagement with multiple interactive contexts profes- sional activity. Despite wide variety tensions that complicated instructor's understand- ings who she professionally, Roberta able herself ways allowed make sense professional choices. However, construction gatekeeping as advocacy brought it emotional toll end each semester when some students passed failed—shaking tough-love pedagogical stance. Representations professionals are critiqued argue need for more nu- anced research faculty activist composition literature.