@article{Ávila Reyes_Navarro_Tapia-Ladino_2020, title={Identity, voice, and agency: Key concepts for an inclusive teaching of writing in the university}, volume={28}, url={https://epaa.asu.edu/index.php/epaa/article/view/4722}, DOI={10.14507/epaa.28.4722}, abstractNote={<span>Amidst the process of enrollment growth in Higher Education in Latin America, several inclusion policies that benefit traditionally excluded students stand out. However, academic writing continues to be a challenge for their academic pathways. The objective of this article is to propose an evidence-based conceptual framework on inclusion and writing, aiming to overcome deficit narratives and to vindicate student perspectives. Using a qualitative design, we conducted interviews and surveys with the participants of a national inclusive admissions program in three Chilean universities, which were analyzed using thematic codes and qualitative reliability protocols. The results show a low student appreciation of their varied and frequent vernacular literacy practices and a pervading tension between their identity and linguistic performance in different spaces, within and outside the academia. In addition, self-managed literacy practices, commitment to the task of writing and the possibility of putting one’s own perspective into writing appear to be factors of persistence. The article offers evidence-based suggestions on how to operationalize university inclusion in the writing curriculum, based upon the concepts of <em>identity</em>, <em>voice</em>, and <em>agency</em> of students.</span>}, journal={Education Policy Analysis Archives}, author={Ávila Reyes, Natalia and Navarro, Federico and Tapia-Ladino, Mónica}, year={2020}, month={Jun.}, pages={98} }