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Identity Papers: Literacy and Power in Higher Education 1st Edition

5.0 out of 5 stars 1 customer review
ISBN-13: 978-0874216493
ISBN-10: 0874216494
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Editorial Reviews

About the Author

Bronwyn T. Williams is associate professor of English at the University of Louisville. He writes and teaches about issues of literacy, identity, popular culture, and cross-cultural communication. His books include Tuned In: Television and the Teaching of Writing and Written on the Screen: Representations of Literacy in Popular Culture with Amy A. Zenger. He also writes a column on issues of Literacy and Identity for the Journal of Adolescent and Adult Literacy.


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Product Details

  • Paperback: 218 pages
  • Publisher: Utah State University Press; 1 edition (September 30, 2006)
  • Language: English
  • ISBN-10: 0874216494
  • ISBN-13: 978-0874216493
  • Product Dimensions: 6 x 0.8 x 9 inches
  • Shipping Weight: 12 ounces (View shipping rates and policies)
  • Average Customer Review: 5.0 out of 5 stars  See all reviews (1 customer review)
  • Amazon Best Sellers Rank: #3,135,469 in Books (See Top 100 in Books)

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By Henry Berry on January 2, 2007
Format: Paperback
With a passport in the background of the cover, the title is a play on how a passport is a means of identity allowing one to pass across borders, while denoting particularly papers students write in English courses. The college English teachers who are the authors of the 13 collected essays have seen from innumerable such papers and diverse classroom experiences how many students' uncertainties over and struggles with their identities complicate and can even devalue their college education. This is an issue which college administrators and image-makers are generally unaware of. And professors in other courses are not as aware of this state of numbers of students concerning their identity as are English teachers assigning and assaying papers depending largely on creative thinking and introspection. Overall the collected essays get at a quote from Ernest Bloch at the start of one that an individual's philosophy does not depend so much on "the kind of person one is...[but rather] more essentially on the time in which one lives and, above all, the way in which one belongs to the time." The authors are concerned that all students, especially women and minorities, have a way or find or develop one before too long to optimally--to productively and rewardingly--belong to their time at college as an irreplaceable, singularly valuable educational, personal, and maturating experience. The authors realize that they as well as other professors and college personnel, not the students alone, have a significant role in this. Besides bringing to light widespread feelings of "alienation, isolation, and frustration" among students and the reasons for these, the essays address and to some degree define ways English professors can have a cooperative role with students in substantially reducing such debilitating moods.
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