Challenging Our Labels: Rejecting the Language of Remediation
AbstractFor the past ten years, more than 60% of incoming freshmen have been placed in English courses labeled “remedial” at California State University, San Bernardino. Most published articles about this statistic have been written by professional educators; little has been said by the people experiencing it firsthand. We five were not happy with the consequences of these placements and wanted our voices to be heard. We did research and put ourselves in situations where we could gain more knowledge about the practices and language of remediation. We were shocked to discover how many people are ignorant of the definition or meaning of remediation. We add our scholarship to challenge this view of students and the language used to describe them.