Abstract
My research question is: Can access to writing processes and specific genres encourage acute self-awareness, while illuminating cultural norms around learning, and be a means of deconstructing systemic barriers to learning? Current trends in higher education require instructors to create syllabi which include lessons built around “diversity” as an attempt at acknowledging how curricula work across institutional frameworks to establish hierarchies of power via class and race in academic settings. Of course, acknowledging that an imbalance exists is key to change. This study also explores the design of systemic shifts in how marginalized students succeed in the current system and in the culture in general. This needs to be reexamined and reshaped to include a greater awareness of how literacy is directly tied to self-conscious methods of learning.
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Genre pedagogy and social justice writing as empowerment
Digital Media
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