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or concrete, who enable, support, teach, model, recruit, regulate, suppress, or withhold literacy and gain advantage by it in some way” (Literacy and Learning xiii). The exchange appears to be straightforward at this stage; civilians join the military and receive specialized instruction (including in reading and writing) that may have be of use to them after the end of their service, and in return the military is staffed by highly trained individuals who may go on to bring any number of honors onto the institution itself. As I explained in Chapter 1, sponsorship in the military context certainly includes actors working on an individual scale, like instructors in classroom settings or mentors. Literacy sponsorship can also help us understand the relationship between individual sevicemembers and the military on an institutional level; for instance, the metaphor of sponsorship makes apparent the ways in which military membership grants individuals access to specific educational and vocational training and resources that they may not otherwise have had access to. Moreover, the military continues to financially sponsor many servicemembers beyond the terms of their contracts by providing them with GI Bill funding which makes it easier for servicemembers to access institutions of higher education. However, the metaphor of literacy sponsorship also has limitations, one of which is that it does not provide much insight into the exact nature of the individual relationships that are formed or the means through which writing instruction is enacted and essential literacies are transmitted from teachers to learners. Using the participants’ reflections on their experiences learning to write in a military context, this chapter will move beyond the metaphor of sponsorship to more

The military meets the university : mapping issues of literacy sponsorship across military and academic settings.