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Beyond Remediation: Rethinking Writing Education in Argentine Public Universities

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Title: Beyond Remediation: Rethinking Writing Education in Argentine Public Universities
Language: English
Authors: Antonella Pappolla
Source: Education Policy Analysis Archives. 2025 33(31).
Availability: Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
Peer Reviewed: Y
Page Count: 22
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Secondary Education
Descriptors: Public Colleges, Writing Instruction, Foreign Countries, College Faculty, Administrators, Teacher Attitudes, Administrator Attitudes, College Readiness, Inclusion, Disadvantaged, Access to Education, Literacy, First Year Seminars, College Preparation
Geographic Terms: Argentina (Buenos Aires)
ISSN: 1068-2341
Abstract: The massification of higher education in Argentina has created a central dilemma for public universities: how to uphold open access while ensuring that traditional literacy standards do not exclude the most disadvantaged students. This qualitative study examines how writing instructors and program administrators at three public universities in the Buenos Aires conurbation navigate this challenge. Findings reveal two core tensions. First, competing notions of college readiness emerged, viewed either as an individual condition for academic success or an institutional responsibility to guarantee inclusion. Second, the activism of writing program administrators proved crucial in advancing programs and pedagogies that moved beyond a remedial paradigm toward one centered on inclusion. The study underscores the need to reexamine the structure and purpose of early-stage writing instruction and to strengthen partnerships across educational levels and within universities to broaden and sustain writing education opportunities.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1471421
Database: ERIC
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  Data: Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
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  Data: The massification of higher education in Argentina has created a central dilemma for public universities: how to uphold open access while ensuring that traditional literacy standards do not exclude the most disadvantaged students. This qualitative study examines how writing instructors and program administrators at three public universities in the Buenos Aires conurbation navigate this challenge. Findings reveal two core tensions. First, competing notions of college readiness emerged, viewed either as an individual condition for academic success or an institutional responsibility to guarantee inclusion. Second, the activism of writing program administrators proved crucial in advancing programs and pedagogies that moved beyond a remedial paradigm toward one centered on inclusion. The study underscores the need to reexamine the structure and purpose of early-stage writing instruction and to strengthen partnerships across educational levels and within universities to broaden and sustain writing education opportunities.
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      – Text: English
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      Pagination:
        PageCount: 22
    Subjects:
      – SubjectFull: Public Colleges
        Type: general
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: College Faculty
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      – SubjectFull: Administrators
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: College Readiness
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      – SubjectFull: Inclusion
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      – SubjectFull: Disadvantaged
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      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Literacy
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      – SubjectFull: First Year Seminars
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      – SubjectFull: College Preparation
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      – SubjectFull: Argentina (Buenos Aires)
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