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Table of Contents
Intro; Foreword; Acknowledgments; Contents; Chapter 1: Introduction; 1.1 The CLEAR Program; 1.2 A Path Toward Teacher Conscientization; 1.3 Participatory Action Research: An Alternative Approach; 1.4 What Does It All Mean?; 1.4.1 Implications for Applied Linguistics; 1.4.2 Implications for L2 Critical Pedagogy; 1.4.3 Implications for Teacher Education; 1.5 The Organization of the Book; References; Chapter 2: Conceptual Framework; 2.1 Theorizing Social Identity; 2.1.1 Identities in Communities of Practice; 2.1.2 Academic Discourse Community
2.1.3 Language Minority Students ́Identities in Academic Discourse Communities2.1.4 Enactment of Agency As Transformation in L2 Academic Literacy Learning; 2.2 Theorizing Critical Academic Literacies; 2.2.1 Literacy Redefined; 2.3 Academic Literacies; 2.4 Critical Academic Literacies; 2.5 Summary; References; Chapter 3: Research Design; 3.1 Action Research; 3.2 Participatory Action Research; 3.3 Narrative Inquiry; 3.4 The Research Site; 3.4.1 Sociocultural and Linguistic Contexts of Hawaii; 3.4.2 The University of Hawaii; 3.4.3 The CLEAR Program; 3.4.4 Seminars and Participants
3.5 Data Collection3.6 Data Analysis; 3.6.1 The Cyclical Process of Data Collection and Analysis; 3.6.2 My Positionality; 3.6.3 Possible Challenges of Participatory Action Research; 3.7 Summary; References; Chapter 4: Situated Learning in Seminars from a Community of Practice Perspective; 4.1 Situated Learning in Communities of Practice; 4.1.1 What Is a Community of Practice?; 4.1.2 Learning and Identity in Academic Communities of Practice; 4.2 Situating Student Learning in CLEAR Within the CoP Framework; 4.2.1 Creating a Cohort Community with Sustained Support and Rapport
4.2.2 Producing Artifacts as Shared Repertoires4.2.3 Various Artifacts in Practicum; 4.3 Narratives as a Process of Mutual Engagement; 4.3.1 My Narratives Shared in the Seminar; 4.3.1.1 Participating in Communities of Practice Beyond the Seminar Classroom; 4.4 Summary; Appendices; Appendix A: Transcription Conventions; Appendix B: Shared Goals and Artifacts in the CLEAR Seminar Series; References; Chapter 5: Critical Literacy Practices in Third Space; 5.1 Third Space; 5.2 BakhtinÂś Heteroglossia and Ideological Becoming; 5.3 The Actualization of Third Space in the Seminars
5.3.1 Literacy Autobiography5.3.2 Students as Ethnographers in Academic Discourse Communities; 5.4 Critical Class Discussions of Academic Literacies and Discourses; 5.4.1 Contesting the Representations of Race, Ethnicity, and Language; 5.4.1.1 Plagiarism; 5.4.1.2 Silence = Nonparticipation?; 5.4.2 Challenging Pedagogical Practices in College Classrooms; 5.4.2.1 What Are ``Free-WritesÂẤ ́Really for?; 5.4.2.2 Theory-Driven Courses and the Relationship Between Teacher and Students; 5.5 Summary; References; Chapter 6: The Complexity and Hybridity of Social Identity
2.1.3 Language Minority Students ́Identities in Academic Discourse Communities2.1.4 Enactment of Agency As Transformation in L2 Academic Literacy Learning; 2.2 Theorizing Critical Academic Literacies; 2.2.1 Literacy Redefined; 2.3 Academic Literacies; 2.4 Critical Academic Literacies; 2.5 Summary; References; Chapter 3: Research Design; 3.1 Action Research; 3.2 Participatory Action Research; 3.3 Narrative Inquiry; 3.4 The Research Site; 3.4.1 Sociocultural and Linguistic Contexts of Hawaii; 3.4.2 The University of Hawaii; 3.4.3 The CLEAR Program; 3.4.4 Seminars and Participants
3.5 Data Collection3.6 Data Analysis; 3.6.1 The Cyclical Process of Data Collection and Analysis; 3.6.2 My Positionality; 3.6.3 Possible Challenges of Participatory Action Research; 3.7 Summary; References; Chapter 4: Situated Learning in Seminars from a Community of Practice Perspective; 4.1 Situated Learning in Communities of Practice; 4.1.1 What Is a Community of Practice?; 4.1.2 Learning and Identity in Academic Communities of Practice; 4.2 Situating Student Learning in CLEAR Within the CoP Framework; 4.2.1 Creating a Cohort Community with Sustained Support and Rapport
4.2.2 Producing Artifacts as Shared Repertoires4.2.3 Various Artifacts in Practicum; 4.3 Narratives as a Process of Mutual Engagement; 4.3.1 My Narratives Shared in the Seminar; 4.3.1.1 Participating in Communities of Practice Beyond the Seminar Classroom; 4.4 Summary; Appendices; Appendix A: Transcription Conventions; Appendix B: Shared Goals and Artifacts in the CLEAR Seminar Series; References; Chapter 5: Critical Literacy Practices in Third Space; 5.1 Third Space; 5.2 BakhtinÂś Heteroglossia and Ideological Becoming; 5.3 The Actualization of Third Space in the Seminars
5.3.1 Literacy Autobiography5.3.2 Students as Ethnographers in Academic Discourse Communities; 5.4 Critical Class Discussions of Academic Literacies and Discourses; 5.4.1 Contesting the Representations of Race, Ethnicity, and Language; 5.4.1.1 Plagiarism; 5.4.1.2 Silence = Nonparticipation?; 5.4.2 Challenging Pedagogical Practices in College Classrooms; 5.4.2.1 What Are ``Free-WritesÂẤ ́Really for?; 5.4.2.2 Theory-Driven Courses and the Relationship Between Teacher and Students; 5.5 Summary; References; Chapter 6: The Complexity and Hybridity of Social Identity