Inclusive Pedagogies RIG

Coordinators:
Jenee Wilde, senior instructor of English, jenee@uoregon.edu
Kate Myers, senior instructor of English, kmyers@uoregon.edu

The Inclusive Pedagogies Reading Group was founded in AY 2017-18 by the Composition Program in response to their successful “Social Justice Through Antiracist Writing Assessment” symposium featuring Dr. Asao B. Inoue, author of Antiracist Writing Assessment Ecologies: Teaching and Assessing for a Socially Just Future (WAC Clearinghouse, 2015). The group began as a pilot program for implementing labor-based writing assessment in Composition and English courses and has since continued to meet twice a term to read and discuss current composition theory, research, and antiracist pedagogy in support of student writers from diverse backgrounds. With support from CSWS, Inclusive Pedagogies became a Research Interest Group in AY 2018-19.

Unique to our reading group format is that no preparation is required for our two-hour discussion sessions. Instead, we read together for 30 minutes then discuss our selected articles or book chapters in fields of composition and the intersections of gender, race, sexuality, ability, and other aspects of identity and social justice. Faculty, students, and staff from across disciplines are invited to join us. Our goals are (1) to develop a shared language for writing and assessment as they relate to diversity, equity, and inclusion concerns for teaching our diverse student body; and (2) to build a community of educators who help each other reflect upon and refine inclusive teaching practices and anti-racist pedagogy. Reading together gives us a shared language for reflecting on our work. We use the space of the reading group to discuss not only assessment of students but our own praxis and to share what we’ve learned through national conference papers, invited talks, and other research-based products.

In AY2019-20, the IPRIG formed an advisory board of faculty and staff affiliated with the Center for the Study of Women in Society, the Tutoring and Academic Engagement Center, the English Department’s Writing Associates/Writing Tutorial Program, and the Composition Program. This restructuring has allowed the RIG to expand our discussions to include constituent groups of undergraduate and graduate student tutors as well as GEs and faculty across the curriculum. Among the Advisory Board’s goals is to explore how to support students and faculty in antiracist writing and tutoring pedagogy, especially by providing funding for groups who don’t normally have access to support. 

For more information and to join the IPRIG mailing list, contact Jenée Wilde.