Abstract Developmental English in urban-serving community colleges was considered as the site where racial and ethnic minority students who are deemed underprepared for college must learn the white, middle-class literacy conventions valued in higher education. The idea of symbolic violence—the systematic devaluation of one’s culture—was used as a theoretical framework to synthesize the available evidence of students’ learning experiences in these courses. A thought experiment suggested that making transparent the symbolic violence that students experience would likely (a) shape more effective course designs and pedagogies, (b) encourage students’ autonomous learning behaviors, and (c) dignify both the professors and students in these courses.

中文翻译：

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城市服务社区学院发展性英语中象征性暴力的透明化：一个思想实验

摘要 城市服务社区学院的发展英语被认为是被认为对大学准备不足的种族和少数民族学生必须学习高等教育中重视的白人中产阶级识字习惯的场所。象征性暴力的概念——系统地贬低一个人的文化——被用作理论框架来综合学生在这些课程中的学习经验的可用证据。一项思想实验表明，使学生所经历的象征性暴力变得透明可能会 (a) 塑造更有效的课程设计和教学法，(b) 鼓励学生的自主学习行为，以及 (c) 使这些课程中的教授和学生都有尊严。