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.