Doing the work of the "woke" : writing center tutoring and social justice

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dc.contributor.advisor Grutsch McKinney, Jackie Gross, Morgan G. 2018-07-18T18:57:03Z 2018-07-18T18:57:03Z 2018-07-21
dc.description en_US
dc.description.abstract The purpose of this study was to examine the divide between theory and practice and contribute to empirical research on social justice in writing centers. A mixed methods approach, involving a survey and a case study, was used to better understand the nature of tutors’ critical consciousness and its contribution to social justice in writing center tutoring. Findings indicate that participants’ critical consciousness, especially as applied to the writing center context, is still developing, and tutors’ tendency toward “niceness” may inhibit them from engaging in difficult conversations about social justice issues with their clients. This information has implications for writing center directors and their approach to tutor education. en_US
dc.description.sponsorship Department of English
dc.subject.lcsh Writing centers -- United States.
dc.subject.lcsh English language -- Rhetoric -- Study and teaching (Higher) -- Social aspects -- United States.
dc.subject.lcsh Social justice and education -- United States.
dc.title Doing the work of the "woke" : writing center tutoring and social justice en_US Thesis (Ph. D.) en_US

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  • Doctoral Dissertations [3248]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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