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Reflexive writing dialogues: Elementary students’ perceptions and performances as writers during classroom experiences
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In: Test Series for Scopus Harvesting 2021 (2022)
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Writing Fat: Rejecting the Logics of Anti-Fatness in the Teaching of Writing
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In: Embargoed Master's Theses (2022)
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Dewey in the Digital Age: Experiential Composition and Reflection as Transformation
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In: Dissertations, Theses, and Student Research: Department of English (2022)
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The Critical Workshop: Writing Revision and Critical Pedagogy in the Middle School Classroom
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In: Doctoral Dissertations (2022)
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First-Year-Composition Writing Conferences as a Pathway for Becoming Graduate Teaching Assistants
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In: Teaching/Writing: The Journal of Writing Teacher Education (2022)
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Pedagogical innovation in uncertain times: Redesigning assessments for online delivery, and preparing students for changing industry practices
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Taking Stock of a Genre-Based Pedagogy: Sustaining the Development of EFL Students’ Knowledge of the Elements in Argumentation and Writing Improvement
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In: Sustainability ; Volume 13 ; Issue 21 (2021)
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Implementing Feminist Language Pedagogy: Development of Students’ Critical Consciousness and L2 Writing
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In: Education Sciences ; Volume 11 ; Issue 8 (2021)
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"An Art of Truth in Things": Confronting Hiphop Illiteracies in Writing Classrooms at Predominantly White Colleges and Universities
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In: Community Literacy Journal (2021)
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Abstract:
This article interrogates how hiphop composition pedagogies can interrupt what the author terms the "hiphop illiteracies" that circulate in predominantly white institutions (PWIs). An analysis of four college writing classrooms that integrate hiphop texts at one PWI reveals pervasive anti-Blackness in student attitudes, but also in the research and course design as well as in department-mandated course texts. The analysis demonstrates the need for writing pedagogies that name and teach Black language, writing, and meaning-making practices while also asking students, teachers, and administrators to reflexively examine their own identities' locations vis-a-vis those practices. The author advocates a reflexive pedagogy that asks students to locate themselves vis-a-vis power as a starting point for investigations of language and culture. The author concludes that hiphop pedagogies have significant critical social justice possibilities in institutionally white educational contexts, but these benefits are not automatic and demand pedagogies of reflexivity, sociolinguistics, and intersectional feminism.
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Keyword:
AAVE; anti-Blackness; hiphop pedagogy; PWIs; reflexivity; whiteness; writing studies
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URL: https://digitalcommons.fiu.edu/communityliteracy/vol16/iss1/6 https://digitalcommons.fiu.edu/cgi/viewcontent.cgi?article=1440&context=communityliteracy
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Generic Expectations in First Year Writing: Teaching Metadiscoursal Reflection and Revision Strategies for Increased Generic Uptake of Academic Writing
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In: Graduate Theses and Dissertations (2021)
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A Reflexive Approach to Teaching Writing: Enablements and Constraints in Primary School Classrooms
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Reescrita : um sempre-presente e uma atividade metalinguística para o letramento acadêmico ; Rewriting : an always-present and a metalinguistic activity for academic literacy
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“Some people get lost”: A Practitioner Inquiry into the Transnational, Diasporic, and Educative Experiences of Participants in an After School Reading and Writing Group
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Searching for the yet unknown: Writing and dancing as incantatory practices
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In: Journal of University Teaching & Learning Practice (2021)
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Critical Pedagogy and Accountability: An Autoethnographic Analysis of Race and Embodiment in Tennessee's Teacher Evaluations
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In: Masters Theses (2021)
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BORN OR MADE: PROBLEMS OF PROSE STYLE & STYLISTIC IMPROVABILITY AT THE SENTENCE LEVEL, AN INTERDISCIPLINARY APPROACH
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Application of Genre and the Harkness Pedagogy for the Advanced Development of Writing Skills in Spanish in Foreign Language Courses
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Code-meshing Projects in K-12 Classrooms for Social and Linguistic Equity
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In: INTESOL Journal; Vol. 18 No. 1 (2021): Equity and Access For Language Learners: INTESOL Conference 2020 Showcase Issue; 1-23 ; 2373-8936 (2021)
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A Scholar Is Never Without His Lute: Robert Duncan and Company in the Poetics Program at New College of California, 1980-1987
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