Multi-cultural Voices: Peer-Tutoring and Critical Reflection in the Writing Center

Abstract

The article presents a variety of views illustrating the importance of critical reflection in a tutor-training program whose accent is suggested to be concrete. It explores the concepts of tutoring program coordinators and peers tutors from the University of Washington's Educational Opportunity Program (EOP) Writing Center and California State University, Chico's Writing Center, while looking at the possibilities of cultural diversity in higher education. In addition, it provides two essays whose authors reflect the literacy lessons that made them to realize the importance of suppressing their cultural backgrounds in order for them to become good students in writing and work with student writers with greater perceptiveness and sensitivity.