Abstract
This article posits that inviting students to interrogate and share their worldviews through personal narratives could promote mutual inquiry across difference. Detailing a series of assignments and activities developed from the model of invitational rhetoric, this article analyzes students’ writing and reflections to demonstrate how mutual listening and inquiry function as an effective means to cultivate self-reflexivity and ethical relations with others who do not share the same positionality.
- Journal
- Composition Forum
- Published
- 2018
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- Open Access
- OA PDF Gold
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