Promoting equity in the writing classroom through critical self-reflection

A cross-site examination

Authors

  • Ellen Shelton University of Mississippi Author
  • Rebecca Kaminski Clemson University Author

DOI:

https://doi.org/10.1558/wap.24425

Keywords:

anti-racism, anti-bias, writing, reflective practice, online learning

Abstract

This study presents findings and strategies found to be successful through encouraging reflective thinking about classroom practices related to access, equity, and diversity. We asked, ‘How does classroom practice change when teachers reflect on equitable instruction? Do teachers recognize biased practices in their classroom? How might a teacher’s instruction unknowingly create barriers for students, thus limiting student learning?’ Over the course of one semester, participants worked collaboratively to reflect on equitable classroom practices to affect student voices. Due to the COVID-19 pandemic, the study was conducted through virtual discussions and online platforms. Here, we share reflections that surfaced during the online discussions.

Author Biographies

  • Ellen Shelton, University of Mississippi

    Ellen Shelton is the Director of the University of Mississippi Writing Project and the Interim Director of the Writing Center and a lecturer in the Department of Writing and Rhetoric. Her research interests include supporting student writers transitioning to college writing, K-16 writing instruction, and empowering teachers through reflective practice.

  • Rebecca Kaminski, Clemson University

    Rebecca Kaminski is Director of the Upstate Writing Project and on the Literacy faculty at Clemson University in South Carolina. She researches the teaching and assessment of writing. She currently directs 2 U.S. Department of Ed grants that focus on providing PD to improve the literacy instruction for ML Learners across the state.

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Published

2023-08-16

Issue

Vol. 15 No. 1-2 (2023)

Section

Caring for a Network of Teacher-Writers in a Time of Covid: Part 2

License

© Equinox Publishing Ltd.

For information regarding our Open Access policy, click here.

How to Cite

Shelton, E., & Kaminski, R. (2023). Promoting equity in the writing classroom through critical self-reflection: A cross-site examination. Writing and Pedagogy, 15(1-2), 169-180. https://doi.org/10.1558/wap.24425