What a Difference a Label Makes: Positioning and Response in an Afterschool Tutoring Program

摘要: In this qualitative case study, we used the framework of positioning to show how college-age tutors and their middle school tutees interact in an afterschool tutoring setting with regard ability. The authors educational tracking understandings disability permeated spaces influence tutors’ instructional decisions. Even though participation program was framed as act social justice, do not feel empowered use a critical lens when discussing and/or because, posit, framing college students role models these “needy” prohibits conversations that have easy answers.