•  
  •  
 

DOI

https://doi.org/10.31274/jctp-180810-106

Abstract

This conceptual essay argues that many access and equity issues facing marginalized populations in higher education is owed to a postsecondary polyglossia, or, a penetrable, learned, set of unique language registers necessary for one to access and navigate institutions of higher education both inside and outside of their physical and metaphysical walls. Facilitating the transmission of this postsecondary polyglossia is Donald Davidson’s notion of the conceptual scheme, or, structures meant to interpret and transmit culture through language. Through Davidson and others, the postsecondary polyglossia is shown to permeate the totality of U.S. higher education, albeit inadvertently and through natural, institutional evolution. Ultimately, the postsecondary polyglossia must be made more accessible to immigrants, refugees, and migrants hoping to attend U.S. institutions of higher education and reap its many social, cultural, and economic benefits.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

Share

COinS
 
 

To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.