Faculty from anthropology, communications, chemistry, child & family sciences, education, english, kinesiology, psychology, and theater & dance participated in a Linguistic Justice Resource-Building event in May 2024. We discussed scholarship, unpacked our linguistic privilege, reflected on teaching, and developed resources that would help create more linguistically inclusive classrooms and inspire student writers. These contributions are anchored in the ideology of justice-oriented practices and liberatory mechanisms.
We invite you to responsibly and thoughtfully utilize, revise, and remix the ideas shared here. We ask that each user practice ethical guardianship when accessing the contributions of the work that has been so freely provided. You are also invited to share your linguistic justice teaching resources by visiting the Submissions Page.
Writing instructors should consider labor-based grading as a viable teaching praxis that better meets the needs of students who bring a host of diverse perspectives, worldviews, and backgrounds.
This teaching resource is meant to help orient students toward the kind of thinking, reading, and writing they will engage in an upper-level anthropology course.
This assessment framework centers students’ linguistic and rhetorical thinking while structuring a dialogue between student and teacher.
This reflective writing assignment allows students to engage with and demonstrate their ability to leverage critical language awareness.
This exercise recognizes the legitimacy of multiple language practices and modes of communication, aiming to provide students with tools to navigate and communicate in different linguistic contexts.
This Self-Assessment enables students to write and reflect for a significant purpose of observing as a future educational professional.
The aim of this writing assignment is to create awareness about the importance of culturally responsive chemistry learning in a writing intensive (WI) one-credit course on chemical literature taken by all chemistry majors.
This Semester-Long Project from an upper-level Kinesiology course is an example of how educators, especially in the health sciences, can promote students’ thinking about their target audience and subsequent audience-appropriate voice.
There are significant disparities in schools in discipline referrals and special education placements for students of color.
These Student Profile Survey questions can be used at the beginning of the semester as a way for teachers to get to know students as individuals with unique lived experiences and learning styles.
