Writing in and about Wikipedia encourages students to think about the outcomes of their writing and, by extension, changes the student/teacher relationship in pedagogically useful ways.

Drawing from the theories of Paulo Freire, Patricia Bizzell, and Ira Shor, this article describes a five-year ongoing classroom research project that examines the use of peer evaluation as a process for teaching academic discourse. The findings of the project suggest a critical and democratic pedagogical antidote to the national “standards” movement.

Considers how students and teachers use Augusto Boal’s Theatre of the Oppressed (TO) to respond to writing anxieties. Notes that experiences with TO have encouraged the continuation of experimentation with the theories and practices in and out of the classroom. Discusses how TO places instructors in creatively vulnerable and edifying positions.