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Driscoll et al. (2019). Genre knowledge and writing development: Results from the writing transfer project.
In a multi-institutional study of general education writing courses, Driscoll et al. find that genre awareness—the ability to connect writing conventions to audience and purpose—was…
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Gaudry, A., & Lorenz, D. (2018). Indigenization as inclusion, reconciliation, and decolonization: Navigating the different visions for indigenizing the Canadian Academy.
Gaudry and Lorenz explore the concept of Indigenization in Canadian postsecondary education as a spectrum ranging from Indigenous inclusion to reconciliation Indigenization and, finally, decolonial…
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Justice, D.H. (2024). Teaching philosophy.
Daniel Heath Justice’s teaching philosophy outlines his pedagogical approach as rooted in humility, relationality, and critical engagement with stories. Justice positions teaching as a reciprocal…
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Kovach, M. (2021). Indigenous methodologies: Characteristics, conversations, and contexts.
In her book, Indigenous Methodologies, Margaret Kovach presents a reflective and practical guide to conducting research grounded in Indigenous epistemologies. Kovach weaves analytical, narrative, and experiential modes…
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Kubota, R. (2022). Decolonizing second language writing: Possibilities and challenges.
Ryuko Kubota addresses the decolonization of second language writing by critiquing the dominance of White Eurocentric linguistic norms in academic writing, instead advocating for multilingualism, translingualism,…