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Opening Doors to Diverse Populations--and Keeping Them Open

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eBook details

  • Title: Opening Doors to Diverse Populations--and Keeping Them Open
  • Author : Writing Lab Newsletter
  • Release Date : January 01, 2009
  • Genre: Education,Books,Professional & Technical,
  • Pages : * pages
  • Size : 71 KB

Description

As recent issues of WLN attest, writing center workers try hard to open their doors to all writers from their institutions and communities. Along with success stories, however, there are cautionary tales. Writing center tutors risk becoming little more than what Harry Denny, summing up recent scholarship on this issue, calls "colonialist do-gooders" (4), their help furthering the regulation and acculturation of the academy. Steve Accardi puts it this way: "Too often as tutors, we are so concerned with changing and correcting student writing that we forget that we are erasing difference, washing out diversity with whiteness" (6). But at the same time that we need to be wary of trying to change the writers we serve, Nancy Baron and Nancy Grimm remind us that writing centers themselves can--and probably should--be transformed if their staffs confront the difficult issue of racial diversity (60, 61). Serving diverse populations, in other words, is not merely a matter of opening the doors to our centers but, to extend the metaphor slightly, rearranging the furniture if not remodeling the entire space. The Yeshiva College Writing Center and its ongoing work with graduate students from our university's school of social work offers a particularly rich case in point. Like many writing centers, ours is staffed primarily by undergraduate tutors who are traditional-aged, native speakers of English, and, like many students at private institutions, usually relatively privileged. And as at many centers, these tutors often work with writers much like themselves. The graduate social work students who tend to use the Center are, by contrast, often female, Latina or African American, working class, non-native speakers of English, sometimes twice or even three times the age of the undergraduate tutors.


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