Writing Program Administration at the Tertiary Level

Abstract

College writing programs engage with social justice issues in a variety of ways. Programmatic efforts to address racial, cultural, and linguistic justice are now evident in curricula, course placement practices, assessment, graduate level teacher education, faculty development, and writing center staff development. In writing centers, professional development is often an integral component of tutors' work experiences as they are expected to participate and are fully compensated for it. Thus, sustained and collaborative inquiry into social justice issues is possible. Tutor education toward socially, linguistically, and epistemically just and productive writing center praxis unfolds in diverse ways. Often, a focus is on facilitating development of critical consciousness through approaches that account fully for tutors' own frames of reference and are carefully situated within a particular institutional context.