Bridging Discourse Communities

What happens as students try to become members of new academic discourse communities? What special writing and thinking abilities are required? What personal investments must be made?

In the articles "Keeping Close to Home: Class and Education" by bell hooks (1989) and "Does Coming to College Mean Becoming Someone New?" by Kevin Davis (1993) both authors speak of the challenges in adopting academic discourse for educational and professional purposes. As present or future English educators to secondary and especially higher education students, it is necessary to consider how the writing process transforms an individual. Davis (1993) admits that his entrance into the English-major community warranted more than merely reading, thinking, and writing; he was being encouraged to become someone new. His style, authentic, and whimsical voice was not enough to form a rooted spot in academic community. The thought of rejecting his true self to earn the title of an English baccalaureate graduate was not appealing. As he reflects on his early years as an undergraduate it is clear he was and is not the only student-writer to experience such feelings. Through a series of studies he concludes that the complex task of writing within an academic discourse community calls for
learning to present words and ideas in community acceptable ways
internalizing and applying the form limitations of the discourse community
exploring ideas in the intellectual manners that are important to a particular field
accepting and using the epistemic process of the discourse community
and most importantly personal commitment to a particular community

Davis stresses his point through a close examination of unspoken expectations the academy presents to its students. Entering college does require transformation and a shift in perspective across a variety of subjects.

bell hooks offers a resolution for the writer who wishes to remain oneself, as well as be a part of an academic community. Her perspective shares the realization that she could shape the direction and focus of the various forms of knowledge available to her (1989). Both authors write about, what Paulo Freire referred to as, oppressive education systems whose aim is to mold unique minds into carbon copies that regurgitate the information provided through banking education. 
Critical thinking is absent when "authorities" direct one to strictly adhere to the rules of a system, leaving no room for flexibility and natural development that comes with guidance. Student-writers do not  and should not have the same voice. Freire would support the rejection of conforming one's authentic voice to meet the standards of others. The knowledge, values and primary discourse hooks brought to higher education evolved on her terms. Additionally her ethnic background considered in the critiques she faced at a predominantly European university. The language and characteristics hooks possessed when entered college were challenged by the academic language and style of presentation that often separates the real world from the academic (1989). There are choices made to write for particular audiences, to hear particular speakers, and to silence particular voices.  Race, sex, and class are all areas where numerous people have been oppressed due to misconceptions and erratic beliefs that are perpetuated in institutions by people, who fail to care or seek the truth and understanding. In a society that places much value on a dominate culture's notions of formal education and monetary gains, it is with ease that many of us conform to a sole perspective on success which has been socially constructed to create division among its citizens. Growing up in a community with a high population of working-class black folks, hooks reveals she learned to value and respect various skills and talents of people, not just those who read books and talked about ideas (1989). With a rich background that valued people, hooks learned to effectively bridge her beliefs, language, and culture with that of the academic realm. Her approach is one that she can be both happy and satisfied with as a well-respected scholar, writer, cultural critic, and professor. I believe educators have a responsibility to help all young scholars find their balance in the universe of academia. Through her experience, hooks provides a snapshot of what can be if one chooses not to see the expectation as either/or, but adopt the both/and outlook. Davis too found his balance as he confesses "I was unwilling to become the person the literary studies community required me to be and to develop the worldview the community expected. As result, I pursued careers in two different communities, business and rhetoric" (120). In this journey of life, one chooses her or his own path to happiness.

Articles are in the following books:
Hooks, Bell. Talking back: thinking feminist, thinking black

Bisohop, Wendy. The Subject is Writing: Essays by Teachers and Students

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