Inclusive Pedagogy in the Academic Writing Classroom: Cultivating Communities of Belonging

Abstract

This practice-oriented article considers two questions: What does higher education research tell us about student conceptions and experiences with inclusivity? What are the implications of this research for academic writing classrooms and curricula? I first review key themes and findings from research on the nature of social inclusion in higher education, including interviews conducted with undergraduates at my institution. I then consider how academic writing scholars have (and have not) taken up the concept of inclusivity within our policies, curricula, and instruction. Finally, I identify four areas we can focus on as a way to deepen our commitment to inclusive pedagogy: building community, inviting lived experience, preparing students for discomfort, and talking openly about equity. I conclude with examples of how I am working toward those goals in my own teaching practice.

Inclusive curriculum design: Meeting the diverse needs of students for social improvement

“…By incorporating diverse perspectives and representations into the curriculum, educators can validate students' identities, promote cultural understanding, and challenge stereotypes and biases. This not only enriches the learning experience for all students but also fosters a sense of inclusion and belonging in the classroom (Shapiro, 2020). Furthermore, diverse representation in the curriculum helps students see themselves reflected in the learning materials, which can enhance their engagement, motivation, and sense of connection to the content.…”

‘It can facilitate so much!’ Student writers’ practice of self-efficacy to develop their use of formulaic phrases

“…Research into the role of self-efficacy in student writing has grown significantly, and the importance of students taking responsibility and working out their own way to approach their studies has been well established (Mitchell et al, 2019). At the same time, encouraging students to discuss their own struggles with academic literacies as a form of community building has been encouraged (Shapiro, 2020). Some students (for example, with different backgrounds including no traditional qualifications or being out of study for a long time) describe academic writing as 'unfamiliar and remote' and experience great anxiety (French, 2018).…”