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Adler-Kassner, L. (2019). Designing for ‘more’: Writing’s knowledge and epistemologically inclusive teaching.
As Linda Adler-Kassner explains, knowledge-making is “an exchange between: (1) the epistemologies and identities of learners, and (2) the contexts in which learning takes place”…
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Barnes, M. E., & Coffey, H. (2021). Empowerment through rejection: Challenging divisions between traditional, authentic and critical writing pedagogy.
Barnes and Coffey explore how embedding authentic writing instruction within a Critical Service Learning (CSL) framework can both empower and complicate students’ growth as writers and…
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Behizadeh, N. (2019). Aiming for authenticity: Successes and struggles of an attempt to increase authenticity in writing.
Behizadeh explores the significance of authenticity in writing instruction through a qualitative, design-based research study conducted in an eighth-grade urban public middle school. Drawing on…
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Boston University. (2021). Accessible approaches to the writing classroom.
This guide, published by Boston University’s Writing Program, outlines practical strategies for building inclusive and accessible writing classrooms. It emphasizes that instructors should not “put…
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Canagarajah, A. S. (2006). The place of world Englishes in composition: Pluralization continued.
Suresh Canagarajah encourages instructors to challenge linguistic hierarchies by outlining several ways to accommodate diverse varieties of English from across the globe into their classroom’s…