Literacy histories and talk around texts. Emphasising the emic to explore students’ perspectives on academic writing

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dc.catalogadorgjm
dc.contributor.authorÁvila Reyes, Natalia
dc.date.accessioned2023-04-24T15:37:39Z
dc.date.available2023-04-24T15:37:39Z
dc.date.issued2021
dc.description.abstractThis chapter discusses the value of emic research methods and techniques for studying the academic writing of underrepresented students. In a global context of growing university enrolment, academic writing is seen as one of the main challenges that historically underrepresented students face when admitted to higher education. Studying academic writing in this context calls for a critical stance on language and an emic perspective on research to counteract deficit models that prevail in this kind of research. An ethnographic approach responds to the ontologies and epistemologies needed for this endeavour. Drawing on two research projects, this chapter exemplifies the power of tools such as literacy histories and talk around texts to unveil multiple forms of agency enacted by student writers.
dc.fechaingreso.objetodigital2023-04-24
dc.identifier.urihttps://www.jbe-platform.com/content/books/9789027258410-rmal.1.07avi
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/66833
dc.information.autorucFacultad de letras; Ávila Reyes, Natalia; 0000-0003-3528-6806; 121320
dc.language.isoen
dc.nota.accesoContenido parcial
dc.pagina.final143
dc.pagina.inicio126
dc.publisherJohn Benjamins Publishing Company
dc.relation.ispartofEthnographies of Academic Writing Research. Theory, methods, and interpretation
dc.rightsacceso restringido
dc.titleLiteracy histories and talk around texts. Emphasising the emic to explore students’ perspectives on academic writing
dc.typecapítulo de libro
sipa.codpersvinculados121320
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