Abstract
The imbricated use of digital devices and platforms in composition classrooms places a specific sector of students, namely those who are geographically and/or digitally rural, at an inherent disadvantage due to the (at times massive) learning curve presented by obliging students to both the technological requirements and the intended content of the course. The issue of technological access and rurality is shown to disproportionately affect students of color nationwide, a fact that is observable in the rural New Mexican student population. My research attempts to address the othering of these students at both a pedagogical and institutional level and seeks to disrupt academic hierarchies and power dynamics in a way that would encourage a more equitable learning space within digitally enhanced composition courses.
Presenters
Jo Anna NevadaStudent, PhD English-Rhetoric and Writing, The University of New Mexico, New Mexico, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Considering Digital Pedagogies
KEYWORDS
Digital Pedagogy, Multimodal Pedagogy, Rural, Marginalized, Assumed Knowledge, Academic Hierarchy
