ERIC Number: EJ1023481
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 28
What a Difference a Label Makes: Positioning and Response in an Afterschool Tutoring Program
McCloskey, Erin; Cann, Colette N.
Mentoring & Tutoring: Partnership in Learning, v21 n4 p338-355 2013
In this qualitative case study, we used the framework of positioning to show how college-age tutors and their middle school tutees interact in an afterschool tutoring setting with regard to ability. The authors show how educational tracking and understandings of disability permeated tutoring spaces and influence tutors' instructional decisions. Even though the tutors' participation in this program was framed as an act of social justice, the tutors do not feel empowered to use a critical lens when discussing tracking and/or disability because, as the authors posit, the framing of the college students as role models and these middle school students as "needy" prohibits conversations that do not have easy answers.
Descriptors: Mentors, Tutoring, Qualitative Research, Case Studies, Disabilities, College Students, Middle School Students, Social Justice, Tutors
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Middle Schools; Grade 6; Grade 7
Authoring Institution: N/A