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Educational Progress‐Time and the Proliferation of Dual Enrollment
The Journal of Adolescent & Adult Literacy ( IF 1.188 ) Pub Date : 2020-12-05 , DOI: 10.1002/jaal.1097
Brice Nordquist , Amy Lueck

In this commentary, we use the occasion of the proliferation of dual enrollment to examine the discursive construction of difference between high school and college literacies, and its effects on teachers and students. This discursive divide has real, material consequences. It informs (and constrains) literacy practices and pedagogies, becomes a barrier to access (particularly when operationalized in testing procedures), contributes to dropout and attrition, exacerbates unequal power and resources in communities, and justifies hierarchical relations between high school and college faculty and staff. By deconstructing the definitions of high school and college and the metaphors of containment they rely on, we hope to shift the conversation about dual enrollment and related “bridge” programs away from one of transference or articulation between the high school and college to a more dynamic sense of emergence and negotiation as practiced in our programs and classrooms.

中文翻译:

教育进步时间与双重入学人数的激增

在这篇评论中,我们利用双重入学人数激增的机会来考察高中和大学文化差异的话语建构及其对师生的影响。这种话语分歧会产生实际的,实质性的后果。它告知(并限制)识字实践和教学方法,成为获取障碍(尤其是在测试程序中进行操作时),导致辍学和减员,加剧社区中不平等的权力和资源,并为高中和大学教职员工之间的等级关系辩护员工。通过解构高中和大学的定义以及他们所依赖的收容隐喻,
更新日期:2020-12-05
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