Date of Award

1-1-2018

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of English

Content Description

1 online resource (ii, iv, 219 pages) : illustrations (some color)

Dissertation/Thesis Chair

Robert Yagelski

Committee Members

Tamika Carey, Laura Wilder, Lisa Thompson, Valerie Kinloch

Keywords

Critical Race Theory, Cultural Rhetoric, Culturally Sustaining Pedagogy, First Year Composition, Pedagogy, Rhetoric, English language, Culturally relevant pedagogy, Racism in language

Subject Categories

Rhetoric

Abstract

As cultural and racial demographics continue to diversify across college campuses, the First Year Composition (FYC) classroom becomes a site wherein faculty can engage in transformative pedagogical strategies to maximize ways in which students’ culturally diverse backgrounds can influence their rhetorical strategies in meaningful ways. However, a critical analysis of FYC and factors influencing its design and impact demonstrate that, to a large degree, faculty are not implementing pedagogical strategies that incorporate cultural rhetorics in strategic ways. This critical analysis sought to understand the significant factors hampering faculty desire and ability to deliver Culturally Inclusive Pedagogy (CIP), which is a pedagogical approach inspired predominantly by the “Students’ Right to Their Own Language” resolution, as well as scholarship from Critical Race Theory, Culturally Sustaining Pedagogy, and Cultural Rhetorics. In confronting challenges to implementing CIP, recommendations are offered by way of pedagogical strategies, faculty training, and graduate student preparation. Limitations are acknowledged; however, suggestions are offered regarding steps recommended towards truly honoring students’ language and expanding students’ rhetorical strengths.

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