The Politics of Terminology, Part 2: A Progressive Vision for the Future of the Field
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| Title: | The Politics of Terminology, Part 2: A Progressive Vision for the Future of the Field |
|---|---|
| Language: | English |
| Authors: | David R. Arendale, Sonya L. Armstrong |
| Source: | Journal of College Reading and Learning. 2025 55(2):101-107. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Remedial Instruction, Remedial Programs, Semantics, Language Usage, Educational Change, Power Structure, Futures (of Society) |
| DOI: | 10.1080/10790195.2025.2500829 |
| ISSN: | 1079-0195 2332-7413 |
| Abstract: | Terminology has historically played a pivotal role in developmental education and learning assistance. The language used to describe the field's people or define the work of the field is much more than mere semantics, though, especially as field-outsiders have exerted power over the field's identity through politics, policy, and legislation related to the field. This article builds upon part one, which was published in the previous issue of this journal: "The Politics of Terminology, Part 1: Sticks and Stones." That article explored the power dynamics of attempting to erase developmental education. This article presents more actions and new identities to reinvent developmental education for the future. This two-part article series is a call to action to be proactive and visionary for the sake of our profession, the students involved, and our society, which vitally needs those students to graduate from college as our next generation of leaders and productive members of society. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1509063 |
| Database: | ERIC |
| Abstract: | Terminology has historically played a pivotal role in developmental education and learning assistance. The language used to describe the field's people or define the work of the field is much more than mere semantics, though, especially as field-outsiders have exerted power over the field's identity through politics, policy, and legislation related to the field. This article builds upon part one, which was published in the previous issue of this journal: "The Politics of Terminology, Part 1: Sticks and Stones." That article explored the power dynamics of attempting to erase developmental education. This article presents more actions and new identities to reinvent developmental education for the future. This two-part article series is a call to action to be proactive and visionary for the sake of our profession, the students involved, and our society, which vitally needs those students to graduate from college as our next generation of leaders and productive members of society. |
|---|---|
| ISSN: | 1079-0195 2332-7413 |
| DOI: | 10.1080/10790195.2025.2500829 |
