In the Post-Colonial Writing Center, the interpersonal relationship is incredibly significant for productive tutor instruction. Good tutors strive to awaken those individuals, who are vulnerable and seeking aid, to their fullest potential. In this way, the bond of trust is the greatest and most effective tool to lead to success. This relationship must be supportive and encouraging. In a writing center, students require help with writing–they are in need and seeking patient and passionate peers who will not judge, but guide. Students emerge from different backgrounds, ranging from a variety of different experiences in academia. Many are strangers to competitive academic life and college level expectations. Following this further, the writing sessions truly become a “contact zone” for diverse perspectives and opinions to collaborate and create connections; finally, acculturation ensues.
In the writing center, students congregate as equals–regardless of ethnicity, economic background or social beginnings, they assemble as students of a University to further prepare themselves for success–boundaries are crossed, friendships are formed and brilliant diverse discourse and teaching styles enhance leadership and stronger bonds among students, their tutors, the subject in discussion and the school of which they are all a part of. Students become affiliated with the writing center and they administer their own unique power and potential as students. There is, perhaps, a certain acknowledgment of one’s position. In addition to being vulnerable in regards to learning and comprehension, one is also at the mercy of his/her professor and the texts selected for analysis. However, this does not mean that independent thought and imagination cannot flourish–it is simply the hierarchy of the higher education system.
Indeed, there is a critical consciousness, but coming to a realization of one’s surroundings is not exactly detrimental. Perhaps, a greater understanding of one’s position and the tools one has at his/her disposal can produce a larger agency for success; there is little illusion or grandiose expectations. In this way, the fears of “mis-education” are avoidable. There is “an exchange of services” as well as an exchange of individual thought and perspective applied to the analysis of a particular text. An emphasis on the reality of the situation and encouragement of the student’s ability to succeed within the opportunities afforded them are essential to discuss.