The purpose of this article is to develop "a multifaceted and synergistic portrait of transformational resilience, the capacity to 'bounce back' from adversity without compromising one's core identity and capitulating to pressures to assimilate to dominant academic norms." I don't think it succeeds in that aim, though it does make a useful distinction between 'transactional' and 'transformational' resilience. But it is far too rooted in the 'student' experience (and especially the U.S. student experience) to draw a portrait of resilience that is useful to the wider community, and this correspondingly weakens the discussion of student literacy.
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