Reflections: A Journal of Community-Engaged Writing and Rhetoric Aug 2022 Open Access

Encouraging Student Advocacy in Social Justice Classrooms

Xiaobo Wang ; Chalice Randazzo ; Tharon W. Howard

Abstract

Although we had not shared ideas before the 2021 ATTW conference, we noticed during our panel that we had considerable overlaps in our pedagogical approaches and goals for encouraging students’ social justice advocacy. This reflection discusses those overlaps while acknowledging how our different positionalities affect our approaches. One takeaway of this article is deliverables from our presentations, including citation lists and illustrations that might help other educators. The other takeaway is seven of our overlapping pedagogical approaches (three that affect course structure and four that concern day-to-day interactions) that we hope will provide other TPC educators with ideas on how to adapt to students’ positionalities while fostering students’ ability to see themselves as social justice advocates.

Journal
Reflections: A Journal of Community-Engaged Writing and Rhetoric
Published
2022-08-16
DOI
10.59236/rjv22i1pp105-131
CompPile
Open Access
OA PDF Gold
Topics
writing pedagogy race and writing affect and writing
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