This edited collection provides a range of transdisciplinary approaches
to the teaching of writing across the Humanities through the lens of
inclusion and equity in higher education. In three parts - From
Disciplinary Practice to Transdisciplinary Application, The Collective
We: Transparent Pedagogy in Praxis, Power in Presence: From Chalkboard
to Pavement - the chapters focus on teaching triumphs and challenges,
specific learning objectives and best practices, theories and their
applications, and concrete examples of campus action within specific
institutional or socio-historical contexts. In whole, the book
represents what a socially just classroom looks like from first-year
university writing classes, to advanced graduate studies, and the impact
of learning beyond the university. Building on the scholarship of equity
in higher education, the book forefronts transdisciplinary pedagogies
with chapters representing language and literature, creative writing,
cultural and ethnic studies, women and gender studies, and media
studies.
While we understand social justice as a multifaceted and ever expanding
effort, we affirm the essential role of classroom instructors as the
foundational actors in cultivating and sustaining inclusion and equity.
We also acknowledge the current challenges of teaching brought on by the
COVID-19 pandemic, which intensifies previously existing issues
surrounding housing, employment, healthcare, and the legal residency
status of many students. By fostering a conversation around writing
pedagogy in a comparative and transdisciplinary context, we encourage
educators to translate the resources available in their fields in a
collective effort to close the equity gaps. At the same time, we intend
for this book to provide a context where younger faculty and diverse
students can redefine the college classroom while empowering each other
within their chosen institutions.
