If we define language fluency as more than simply a way of speaking, but also a
way of thinking, acting, and being, then we enter a conversation of language as
‘Discourse’ that was sparked by James Paul Gee. This conversation invokes discrete
designations of Discourse as home-based, school-based, dominant, and non-dominant.
These designations reveal divisions between Discourses that are believed to manifest
themselves in the identity formation of ‘language-minority students:’ those whose
home Discourse is non-dominant. The dominant Discourse that these students
encounter in school generates two documented paths: Richard Hoggart’s scholarship
boy and Herbert Kohl’s not-learner; both paths reflect the limited agency of these
students within academia. In order to counteract this delimiting of student agency, this
project proposes a progressive shift towards a post-modern conception of identity
formation; this can be accomplished by opening the Composition classroom to student authored, non-traditional, ‘hybridized’ Discourses. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2013.
| Identifer | oai:union.ndltd.org:fau.edu/oai:fau.digital.flvc.org:fau_13099 |
| Contributors | Ruiz, Maegan (author), Galin, Jeffrey R. (Thesis advisor), Dorothy F. Schmidt College of Arts and Letters (Degree grantor), Department of English |
| Publisher | Florida Atlantic University |
| Source Sets | Florida Atlantic University |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation, Text |
| Format | 114 p., Online Resource |
| Rights | All rights reserved by the source institution, http://rightsstatements.org/vocab/InC/1.0/ |
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