Writing and Pedagogy Aug 2023

Promoting equity in the writing classroom through critical self-reflection

Ellen Shelton University of Mississippi ; Rebecca Kaminski Clemson University

Abstract

This study presents findings and strategies found to be successful through encouraging reflective thinking about classroom practices related to access, equity, and diversity. We asked, ‘How does classroom practice change when teachers reflect on equitable instruction? Do teachers recognize biased practices in their classroom? How might a teacher’s instruction unknowingly create barriers for students, thus limiting student learning?’ Over the course of one semester, participants worked collaboratively to reflect on equitable classroom practices to affect student voices. Due to the COVID-19 pandemic, the study was conducted through virtual discussions and online platforms. Here, we share reflections that surfaced during the online discussions.

Journal
Writing and Pedagogy
Published
2023-08-16
DOI
10.1558/wap.24425
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Open Access
Closed
Topics
writing pedagogy teacher development race and writing affect and writing
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Citation Context

Cited by in this index (0)

No articles in this index cite this work.

Cites in this index (4)

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    Freshman Composition as a Middle-Class Enterprise
    College English
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    Rhetoric and Ideology in the Writing Class
    College English
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