Breaking Out of the Basic Writing Closet

Inman, Joyce Olewski

doi:10.1215/15314200-4216898

Cited by 3 publications

(1 citation statement)

References 12 publications

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“…QT centralizes the concepts of engagement and resistance (Halperin, 2014) as well as inclusivity of all (Inman, 2018; Nelson, 2002). These notions of resistance and bringing in divergent perspectives are central to our present exploration and particularly our efforts to tilt the conversation away from traditional CDS contexts and discussions in order to reimagine how educational scholars and leaders can frame discussions of inclusion, who has the power to decide who is included, and which ideologies influence these discussions.…”

Section: Methodological Approachmentioning

confidence: 99%

Queering the Language of Inclusion: Implications from a Content Analysis of Inclusion Language in Developmental Education Scholarship

Owens,

Suh

2023

Journal of School Leadership

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Inclusion is constantly referenced in educational institutions’ mission and values statements. Despite their purpose of guiding the institution, these brief paragraphs usually create more questions than answers regarding the who, what, and how of inclusion work. This article applies a queered critical discourse studies lens to a manifest content analysis of the term “inclusion” in professional journals from the field of postsecondary developmental education. Queer pedagogies support critical examinations of power and deconstructing dominant discourses. Our analysis of 112 articles across eight journals uncovered how developmental education scholars’ discussion of inclusion and the nature of inclusion work rarely operationally defined who should be included or who is/ought to be included in conversations about educational equity and inclusion. Further, the data included a strand of heteronormative ideologies that suggest an implicit assumption that being inclusive of queer students is only about discussing LGBT students, rather than acting inclusively of the queer population at large. In applying a queer theory lens, we interweave concrete recommendations into our presentation of the findings, challenging educational scholars, educators, and educational leaders to make inclusion language inclusive of all and create spaces that promote discursive as well as physical inclusion.

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Section: Methodological Approachmentioning

confidence: 99%

Queering the Language of Inclusion: Implications from a Content Analysis of Inclusion Language in Developmental Education Scholarship

Owens,

Suh

2023

Journal of School Leadership

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Welcome to “Failure Club”

Feigenbaum¹

2021

Pedagogy

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Telling Students it’s O.K. to Fail, but Showing Them it Isn’t: Dissonant Paradigms of Failure in Higher Education

Feigenbaum

2021

TLI

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Educators increasingly extol failure as a necessary component of learning and growth. However, students frequently experience failure as a source of fear and anxiety that impedes risk-taking and experimentation. This essay examines the dissonance between these generative and stigmatized paradigms of failure, and it offers ideas for better negotiating this dissonance. After conceptualizing the two paradigms, I examine various factors that reinforce failure’s stigmatization. I emphasize precarious meritocracy, a neoliberal ethos driven by hypercompetitive individualism that makes success a zero-sum game, and that causes especially significant harms on students who are already socially stigmatized. Efforts to ameliorate paradigm dissonance tend to focus on changing student dispositions or lowering the stakes of failure. I instead propose wise interventions that include analyzing the systemic roots of stigmatized failure and making failure a more communal experience. I then briefly address the systemic transformations necessary to cultivate generative failure more broadly.

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Breaking Out of the Basic Writing Closet

Cited by 3 publications

References 12 publications

Queering the Language of Inclusion: Implications from a Content Analysis of Inclusion Language in Developmental Education Scholarship

Queering the Language of Inclusion: Implications from a Content Analysis of Inclusion Language in Developmental Education Scholarship

Welcome to “Failure Club”

Telling Students it’s O.K. to Fail, but Showing Them it Isn’t: Dissonant Paradigms of Failure in Higher Education

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