A community college intervention program: The affordances and challenges of an educational space of resistance.

Abstract

Tuck has argued that educational research and practice intending to support disenfranchised communities continue to frame individuals from a damaged-centered perspective, in that students are articulated as broken and in need of mending by the institution; instead, research should capture the complexity. Focusing instead on students’ identities and spaces in which those identities can be fostered, new opportunities emerge for students to be framed as agentive and complex instead of simply underprepared. This article utilizes Bakhtin’s concept of self-authorship and Holland, Lachoicotte, Skinner, and Cain’s concept of figured worlds to explore the influence of a community college intervention program that sought to foster thoughtful and agentive conceptions of students’ identities. A unique feature of the focal program is that students are asked to leverage their earlier trauma to find success in college. Data include interviews with focal students and their instructors, classroom observations, theoretical memos, and curricular artifacts. Findings indicate that the program offered students an important space to use written and spoken narratives to make sense of earlier educational experiences and as a conduit to construct identities as college students in relation to those experiences. This article concludes with implications for stakeholders envisioning the construction, revision, or continued success of transformative educational spaces for underserved college students.

Higher education students: barriers to engagement; psychological alienation theory, trauma and trust: a systematic review

“…However, there is an identified gap between the low attainment levels at point of entry, and the WP students' aspiration to succeed. Kenner (2019) has called for research to focus on [students] identities and for the creation of spaces to discuss identities to enable a more inclusive HE experience.…”

Aprendizaje basado en proyectos y el desarrollo epistemológico en Licenciatura

“…Según los antecedentes, la institución escolar (Bontempo & Flores, 2016, pareciera ofrecer un ambiente seguro y estable en el cual el joven puede apoyarse para evolucionar en su auto-autoría. Además, diferentes autores están de acuerdo en que es importante construir programas (tanto curriculares como extracurriculares) en la licenciatura que apoyen el desarrollo de los jóvenes (Baxter & King, 2012;Bushnell & Henry, 2003;Carpenter & Vallejo, 2017;Case, 2016;Coughlin, 2015;Creamer & Laughlin, 2005;Day & Lane, 2014;Del Prato, 2017;Kenner, 2019;Laughlin & Creamer, 2007;Myers, 2017;Reybold, 2002;Sandars & Jackson, 2015;Zaytoun, 2005).…”

“…Además, otros autores han concluido que es fundamental que el aprendizaje sea situado y que exista un balance entre los retos y el apoyo que se ofrece a los estudiantes (Day & Lane, 2014;Kenner, 2019;McGowan, 2016;Sandars & Jackson, 2015). Pizzolato (citado en Day & Lane, 2014) señala la importancia de las experiencias disonantes, que culminan en el momento provocativo, para apoyar la transición a formas de pensamiento más sofisticadas.…”

Responsible Pedagogy During a Pandemic: Teaching Social Work Courses on Interpersonal Violence During COVID-19

“…1421-1422Branch et al, 2011). In addition to attending to these factors as they play out in these settings, it is also important to note that many students from equity-seeking groups bring to the classroom setting significant experiences of past educational trauma (Kenner, 2020). The subject matter of IV can further elevate students' stress such that it becomes extremely difficult for them to learn and their academic success is compromised.…”