Working from the theoretical approach of the scholarly personal narrative, the author critically reflects on the challenges and joys of teaching writing to underprepared and unprepared urban college students in biblical higher education. In this paper, she critiques curriculum content that primarily reinforces the hegemonic discourse and ideals of the dominant culture while ignoring diversity and/or negating the culture and context of individual learners. Conversant with thinkers and writers in the discipline of writing and rhetoric, her own evolution, insights, and experiences are circumscribed by her delineation of the efficacy of a learner-centered approach to the pedagogy of writing.
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