ERIC Number: EJ915057
Record Type: Journal
Publication Date: 2010
Reference Count: 5
Introduction to "Multicultural Voices: Peer Tutoring and Critical Reflection in the Writing Center"
Grimm, Nancy Maloney
Writing Center Journal, v30 n1 p36-39 2010
In 1991 when Diana George, Ed Lotto, and the author were publishing their first issue as "WCJ" editors, this multivoiced essay struck her as a prime example of their editorial belief that writing centers could be "agents of change in the academy." As Gail Okawa and Tom Fox observe, "Most universities are inhospitable to more democratic definitions of literacy." The notion that writing centers might leverage the knowledge gained from working with cultural and linguistic diversity also ran into staffing challenges. Most importantly, when undergraduate tutors are primarily mainstream, well-assimilated students, the desire for systemic change is truncated. This latter point is precisely where Okawa and Fox started: recruiting students of color to work in their writing centers and designing a tutor education program that encouraged them to reflect on their school experiences and to imagine changed practices. In this article, four tutor/authors of color reflect on the literacy lessons that taught them to erase, lie about, and suppress their cultural backgrounds in order to be "good" students.
Descriptors: Laboratories, Tutors, Peer Teaching, Writing (Composition), Academic Achievement, Literacy Education
Writing Center Journal. 011 Memorial Hall University of Delaware, Newark, DE 19718. e-mail: email@example.com; Web site: http://www.english.udel.edu/wcj
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A