This article theorizes the potential contours and impacts of faculty “resilience” within increasingly corporatized contexts by examining the strategies for resilience and persistence among international, multilingual, and nontraditional students who maneuver among various academic and cultural contexts.
Learning Resilience from Multilingual Students
Margaret K. Willard-Traub teaches at the University of Michigan–Dearborn, where she also has served as director of the Writing Program and Writing Center. Her research interests include transnational and cross-cultural teaching and learning, reflective approaches to higher education and writing program administration, feminist rhetoric, scholarly memoir, and large-scale writing assessment.
Margaret K. Willard-Traub; Learning Resilience from Multilingual Students. Pedagogy 1 April 2019; 19 (2): 323–338. doi: https://doi.org/10.1215/15314200-7295985
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