This webinar will engage participants in a conversation about how to use the affordances of online spaces to develop antiracist writing pedagogies that can function to restore language equity and justice in first-year composition courses. More specifically, the facilitator will provide a framework to investigate writing and languaging identities through antiracist pedagogies (Baker-Bell, 2020) and Pedagogical Cultural Historical Activity Theory (P-CHAT) paired with transnational and translingual perspectives (Sánchez-Martín & Walker). The facilitator will also share specific examples of how she facilitates antiracist pedagogies in her online first-year composition courses, invite participants to reflect on how their own language identities inform their teaching, and use the proposed framework to develop their pedagogies.
Baker-Bell, A. (2020). Linguistic Justice: Black Language, Literacy, Identity, and Pedagogy. New York: Routledge.
Sánchez-Martín, Cristina & Walker, Joyce. (Forthcoming). “Grassroots Professional Development: Engaging Multilingual Identities and Expansive Literacies through Pedagogical-Cultural Historical Activity Theory (P-CHAT)”. In (Schreiber, B. et al, eds.). Building a More Linguistically Just Campus: Theory, Pedagogy, and Advocacy . Multilingual Matters.
Cristina Sánchez-Martín is assistant professor in the Composition and Applied Linguistics (CAL) and MA TESOL programs at Indiana University of Pennsylvania, where she does research on and teaches about writing, language, and identity from a transnational perspective.
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