The writing center as bodega: Making a third space in academia for global Englishes and alternative discourses

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dc.contributor.advisorWoodson, Linda
dc.contributor.authorWilson, Nancy Effinger
dc.contributor.committeeMemberCantĂș, Norma E.
dc.contributor.committeeMemberOlguĂ­n, Ben V.
dc.contributor.committeeMemberJackson, Rebecca
dc.date.accessioned2024-03-08T17:37:07Z
dc.date.available2024-03-08T17:37:07Z
dc.date.issued2011
dc.descriptionThis item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID.
dc.description.abstractBecause global communication demands greater rhetorical/linguistic flexibility than the monocultural and monolingual academic writing model ("Standard" Edited American English and "standard" discourses) supplies, and because the <italic>testimonios<italic> of authors such as Gloria AnzaldĂșa, Victor Villanueva, and Keith Gilyard reveal the scarring that occurs when an individual's home language is denigrated, this dissertation argues that university writing centers must take the lead in encouraging the academy to recognize and value global Englishes and alternative discourses as valid rhetorical alternatives. Notably, writing center theorists such as Nancy Grimm, Elizabeth Boquet, and Rebecca Jackson have begun re-imagining the writing center as a counter-hegemonic space via counter-narratives. However, in addition to modifying internal writing center operations (e.g. tutor training and tutorial protocols), writing centers must re-imagine external writing center relationships with faculty, replacing the academy's top-down, interpellation model with collaboration among the university's writing partners. The metaphor of the writing center as a bodega in the ecological landscape of the university provides a meaningful and local way of conceptualizing this new paradigm for writing centers (and ultimately the university as a whole) as a panethnic, heteroglossic, communal, and transgressive third space--both a part of a larger system but apart from it. By shifting academic focus from the production of one hegemonic (big-box) product to the acquisition of (meta)knowledge of "standard" and global Englishes, alternative rhetorics, and linguistic, visual, and oral literacies, not only will the U.S. academy be accommodating a global world but also rejecting its legacy of linguistic imperialism.
dc.description.departmentEnglish
dc.format.extent253 pages
dc.format.mimetypeapplication/pdf
dc.identifier.isbn9781124877174
dc.identifier.urihttps://hdl.handle.net/20.500.12588/6197
dc.languageen
dc.subjectalternative discourses
dc.subjectglobal Englishes
dc.subjectWriting Across the Curriculum
dc.subjectwriting centers
dc.subject.classificationRhetoric
dc.subject.classificationLanguage arts
dc.subject.classificationMulticultural Education
dc.subject.classificationRhetoric and Composition
dc.titleThe writing center as bodega: Making a third space in academia for global Englishes and alternative discourses
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
thesis.degree.departmentEnglish
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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