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Full-Text Articles in Education
Challenging Dominant Ideologies In Order To Center Marginalized Voices And Enrich Learning: Theorizing Social Justice In English Studies Teaching, Heather Holliger
Challenging Dominant Ideologies In Order To Center Marginalized Voices And Enrich Learning: Theorizing Social Justice In English Studies Teaching, Heather Holliger
Master of Arts in English Plan II Graduate Projects
This portfolio explores the reproduction of and challenges to dominant ideologies in popular culture and scholarly contexts and examines pedagogies for advancing social justice in the field of English studies through three distinct but interconnected projects. The first project considers pedagogy in the public sphere, examining the power of the meme genre to serve as “critical public pedagogy” within movements for social change. The second project focuses on the role of dominant norms in reproducing social injustices through classroom writing assessment, offering insights from antiracist, queer, feminist, decolonial, translingual, and disability justice scholars. The paper also reviews composition scholars’ strategies …
Failure Facing Pedagogy In First-Year Rhetoric And Composition Classrooms, Karuna Minh Hin
Failure Facing Pedagogy In First-Year Rhetoric And Composition Classrooms, Karuna Minh Hin
English (MA) Theses
Failure in academia is commonly defined as not succeeding, missing the mark, or receiving a “below average grade or score” (Inoue 333). However, this perception of failure works to instill a fear in students that may last through their academic journey. Throughout a student’s academic journey, they are taught to operate within the binary of success and failure. “According to self-worth theory, in school, where one’s worth is largely measured by one’s ability to achieve, self-perceptions of incompetence can trigger feelings of shame and humiliation" (De Castella, Byrne and Covington 862). Teachers have attempted to address this problem throughout first-year …
Linguistically Diverse Writers And The Shaping Of A Scholarly Ethos: Rhetorical Listening As A Strategy In Composition Pedagogy, Ashlynn T. Rader
Linguistically Diverse Writers And The Shaping Of A Scholarly Ethos: Rhetorical Listening As A Strategy In Composition Pedagogy, Ashlynn T. Rader
West Chester University Master’s Theses
This thesis project advocates for a more inclusive approach to writing instruction, challenging traditional pedagogical practices that have historically excluded marginalized groups from fully participating in academic discourse. This project highlights the ways that Aristotelian interpretations of ethos continue to inform and shape contemporary writing pedagogy, despite their potential outdatedness in the context of the 21st-century composition classroom. By examining the Conference of College Composition and Communication's policy resolution entitled Students' Right to Their Own Language, this project recognizes the presence of linguistically diverse writers and their historical, ongoing struggle for academic legitimacy. Furthermore, this project proposes rhetorical listening …