Participation as Reflective Practice: Digital Composing and Feminist Pedagogy
Journal or Book Title
The Rhetoric of Participation Interrogating Commonplaces In and Beyond the Classroom
This chapter engages the intersection of two of Critel’s commonplaces of participation: technology and embodiment. It begins with the coauthors’ personal narratives that articulate how Critel’s research shifted their understandings of the obligatory participation requirement, which judges students’ embodied activities (such as spoken participation) in ways that can impede access for students. The chapter represents the coauthors’ collective attempt to keep engaged in a dialogue with Critel, articulating the diverse ways they have worked to radically refigure and/or abolish the participation requirement in favor of assessing digital informal composing both in and out of class. The coauthors then describe recent attempts to bring discussion and assessment of participation back into their classrooms in more reflective ways, ending with six key reflective practices instructors can use in their own classroom contexts to challenge sexist and ableist inequities in classroom participation. Ultimately, by drawing on digital, feminist and disability studies theories, this chapter suggests teachers should employ a diverse range of technologies to engage students in reflectively assessing which forms of participation best contribute to their learning as well as how they can best enable the participation of other students.
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Computers and Composition Digital Press, an imprint of Utah State University Press,
Palmeri, Jason and Dubisar, Abby, "Participation as Reflective Practice: Digital Composing and Feminist Pedagogy" (2019). English Publications. 253.