Un/claimed Power in and of Discourse: Developmental Educators' Conceptualizations and Scholarly Citations of Equity (Poster 43)

• In Event: AERA Poster Session Eleven
  In Poster Session: Un/claimed Power in and of Discourse: Developmental Educators' Conceptualizations and Scholarly Citations of Equity

Abstract

While developmental literacy educators pride themselves on increasing college access, policy-driving organizations accuse the field of preventing college matriculation. Given these contradictory claims about the role of developmental literacy in promoting or preventing equity, this critical discourse study utilized discourse communities framing to explore how developmental literacy scholars define equity and the scholars they cite. Content analysis and citation content analysis uncovered limited explicitly defined or literature-based conceptualizations of equity. The few existing explicit definitions uncovered largely conceptualizations of equity as practice-oriented and antithetical to inequity. However, lack of repeated citations by scholars and within their individual articles illuminated developmental educators’ unclaimed power in and of discourse related to asserting the field’s expertise in conversations about educational equity.

Authors

• Emily Suh, Texas State University
  Presenting Author

• Sam Owens, Texas State University
  Presenting Author