Abstract
ABSTRACT Terminology has historically played a pivotal role within the field of developmental education and learning assistance. The language used to describe the field’s people or define the work of the field is much more than mere semantics, though, especially as field-outsiders have exerted power over the field’s identity through politics, policy, and legislation related to the field. As ‘developmental education’—now widely considered a toxic term—is increasingly being erased from our vocabularies, reflection on the power dynamics involved in this process is still needed. People-forward, action-oriented terminology recommendations are provided for consideration.
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