Master of Arts in English (M.A.)
Type of Paper/Work
Dr. Todd Lawrence, Dr. Lucia Pawlowski, Dr. Elizabeth Wilkinson
Access to higher education is still restricted and segregated in many ways, meaning a significant portion of first-year writing classrooms are dominated by students who benefit greatly from privilege - including those in rural, primarily white institutions that are often overlooked in anti-oppression education efforts. The goal of this study is to provide a theory-based, defensible case for a unique and practical social justice approach to these rural, privileged composition classrooms that can be further developed and revised through implementation and experience. This proposed model combines current pedagogy for the privileged theory with an autoethnographic approach to Writing About Writing, drawing on texts based in autoethnographic testimony and critical discourse theory to develop a framework that can be used to design a course syllabus within current curricular standards.
Pedagogy, writing, autoethnography
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Peterson, Arianne, "Pedagogy for the Privileged in the First-Year Writing Classroom: An Exploration of Autoethnography as a Teaching Tool" (2017). English Master's Essays. 44.