The Center for Teaching and Research in Writing is pleased to invite you to a research roundtable on Tuesday, 14 February, from noon to 1.15 in 7191 Helen C. White Hall.
The presentation’s title is “Social Justice Writing Pedagogy Across the Curriculum,” presented by Emily Bouza. Here’s a brief description:
How can we work collaboratively with disciplinary faculty to enhance their attention to both social justice and writing pedagogy across the curriculum in their majors?This talk will describe amodel of Writing Across the Curriculum that aims to reach these goals. The model has been tested with the UW-Madison Civil and Environmental Engineering department to help them name and build upon the department’s intersecting values on writing, social justice, and curriculum. The approach draws from methods of community-based research so that the department is treated as an existing community with values, practices, and knowledge that should be understood and built upon as additional initiatives are developed. It builds on methods typical to community-based research such as entering the community, rhetoric of respect, community values mapping, community listening, and collaboration.
In this roundtable, Emily Bouza will share her approach of drawing from community-based research methods, and will discuss the ways that this has enhanced her relationship with departmental faculty. This approach has been particularly helpful in centering discussions of social justice alongside writing pedagogy, and Bouza will reflect on how the two foci have enhanced one another. The discussion will also involve the idea of “entering the community” of the Civil and Environmental Engineering department on campus, describing the choice to partner with this particular group and what was learned through using this approach. Ultimately, she will show how interacting with departments through community-engaged research helps to establish trusting relationships that lead toward social justice and systematic change in the department.
Emily Bouza, a doctoral student in the English Department’s Composition and Rhetoric program, has worked in and researched writing pedagogy for ten years. She has held positions as a writing tutor, a writing center and writing across the curriculum administrator, and a writing instructor for classes including basic and intermediate composition. Her research centers around linguistic justice, writing across the curriculum, and writing tutoring. She is currently finishing her dissertation and teaching intermediate composition.