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Negotiating identity in a language-focused service-learning project

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TitleInfo
Title
Negotiating identity in a language-focused service-learning project
Name (type = personal)
NamePart (type = family)
Curtis
NamePart (type = given)
Jessie Hutchison
NamePart (type = date)
1949-
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Jessie Hutchison Curtis
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author
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Curran
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Mary E.
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Mary E. Curran
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Advisory Committee
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chair
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Rubin
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Beth
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Beth Rubin
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Advisory Committee
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internal member
Name (type = personal)
NamePart (type = family)
Mangual Figueroa
NamePart (type = given)
Ariana
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Ariana Mangual Figueroa
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Advisory Committee
Role
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internal member
Name (type = personal)
NamePart (type = family)
Borjian
NamePart (type = given)
Maryam
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Maryam Borjian
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
outside member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
School of Graduate Studies
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school
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Text
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theses
OriginInfo
DateCreated (qualifier = exact)
2018
DateOther (qualifier = exact); (type = degree)
2018-05
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2018
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
As migration to and within the U.S. has increased, and with it a desire for access to English, a significant portion of service-learning has involved university students in programs for English in diasporic and/or historically marginalized communities (DuBord & Kimball, 2016; Lear & Abbott, 2008; Leeman, 2011; Leeman, Rabin, & Román-Mendoza, 2011; Rabin, 2009). Tracking this trend, service-learning in applied linguistics has become a generative area for research (Hellebrandt & Varona, 1999; Wurr & Hellebrandt, 2007; Perren & Wurr, 2015; Wurr, 2013). The resulting literature is extensive, and while there is general agreement on positive academic outcomes for service-learning, scholars in service-learning and applied linguistics whose critical agendas converge on equity have found mixed results when it comes to developing university students’ critical consciousness (Abbott & Lear, 2010; De Leon, 2014; Eyler & Giles, 1999; Flower, 2002; Green, 2003; Kozma, 2015; Larsen, 2014). Some critical researchers have approached this challenge from a conceptual standpoint, reframing “service” as “engagement” for instance, while others propose a synthesis of democratic and critical multicultural education, and/or advocate for critical intercultural inquiry. However, the ways in which service-learning may be experienced differently by diverse students have been overlooked in the literature, suggesting normative assumptions of students’ social identities (Butin, 2006; Flower, 2002; Green, 2003; DuBord & Kimball, 2016; Meens, 2014; Mitchell, Donahue, & Young-Law, 2012). Fundamental to critical service-learning, which prioritizes relationships, processes of “re-imagining” roles, and re-distributions of power, is an understanding of participants’ social positions and identities (Donahue & Mitchell, 2010, p. 50). These are the issues taken up in this dissertation research study. The study asks: 1) What repertoires of identity are co-constructed through service-learning activity? 2) What broad discourses of identity become salient to university students? 3) How are these identities negotiated? What interactional moves contribute? This dissertation represents a four-year qualitative research study that explores university students’ descriptions of their activity in a service-learning project for English conversation in a linguistically diverse community. Data contributed by university students and community members include surveys, reflective journals, interviews, and recorded conversations. Taking a narrative inquiry approach (De Fina & Georgakopoulou, 2012), the study finds that university students of varied backgrounds grappled with symbolic valences of English and hegemonic categories of membership in the U.S. polity, applied to themselves and to others. This dissertation study extends sociocultural theories of learning and identity to service-learning in applied linguistics, foregrounding the central role of language in constructing social relations; and the study demonstrates the potential of a community of practice (Lave & Wenger, 1991) model to advance justice-oriented community partnerships for language education.
Subject (authority = RUETD)
Topic
Education
Subject (authority = ETD-LCSH)
Topic
Language and languages--Study and teaching
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electronic resource
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Note
Supplementary File: Jessie_H_Curtis_Appendix F_Supplemental File
Extent
1 online resource (x, 229 p. : ill.)
Note (type = degree)
Ph.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Jessie Hutchison Curtis
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School of Graduate Studies Electronic Theses and Dissertations
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rucore10001600001
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Identifier (type = doi)
doi:10.7282/T34J0JJN
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ETD doctoral
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Rights

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The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Curtis
GivenName
Jessie
MiddleName
Hutchison
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2018-04-13 17:13:50
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Name
Jessie Curtis
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Copyright holder
Affiliation
Rutgers University. School of Graduate Studies
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Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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2018-05-31
DateTime (encoding = w3cdtf); (qualifier = exact); (point = end)
2019-05-31
Type
Embargo
Detail
Access to this PDF has been restricted at the author's request. It will be publicly available after May 31st, 2019.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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