Inclusive Pedagogy in the Academic Writing Classroom: Cultivating Communities of Belonging
Abstract
This practice-oriented article considers two questions: What does higher education research tell us about student conceptions and experiences with inclusivity? What are the implications of this research for academic writing classrooms and curricula? I first review key themes and findings from research on the nature of social inclusion in higher education, including interviews conducted with undergraduates at my institution. I then consider how academic writing scholars have (and have not) taken up the concept of inclusivity within our policies, curricula, and instruction. Finally, I identify four areas we can focus on as a way to deepen our commitment to inclusive pedagogy: building community, inviting lived experience, preparing students for discomfort, and talking openly about equity. I conclude with examples of how I am working toward those goals in my own teaching practice.
- Journal
- Journal of Academic Writing
- Published
- 2020-12-18
- DOI
- 10.18552/joaw.v10i1.607
- CompPile
- Open Access
- OA PDF Diamond
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