Sponsoring literacy: borderland communities and student identities in an academic support program

摘要: While much has been written about the efficacy of academic support programs for increasing retention rates university students deemed academically underprepared, few studies examine how engage classroom with an emphasis on expressions literacy. This qualitative study responds to recent calls in student development literature more into particular practices programs. Focused exemplar program at a larger, public American Midwest, gathered perspectives underprepared students, teasing out differences administrators’, instructors’, and students’ voices. Insights from revealed that explicit metaphors programmatic discourse emphasized skills model utopian safe houses. In classroom, however, five focal suggested literacy learning was far complex. particular, data generative potential sociocultural theory conceptualizing praxis program. Examining responded complex showed engagement intricate than strong rates. First, close analysis discourses appropriation skills; it ways discerning which use different communities signal one’s role these communities. Second, community borderland difference rather house. Finally, illustrated opportunities creative improvisation performances integral engagement. The findings have insights conceptualize pedagogy related emergent theories Third Space. Specifically,