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Exploring Teacher Education in Writing Programs Through the Lens of Culturally Relevant Pedagogy
The highly diverse character of US universities provides an opportunity for writing programs to (re)examine the extent to which their current administrative, curricular, and pedagogical practices support a growing student population with unique linguistic, cultural, and educational backgrounds, resources, and needs. This dissertation research aimed to explores the ways in which writing programs address the increasing diversity in writing pedagogy education, as a key component of writing program administration work. The main goal of this research was to investigate how writing program administrators and teacher educators in my study context represent our current reality regarding engagement with the increased linguistic and cultural diversity in the activity of teaching to the newest members of the writing program, i.e., graduate teaching assistants. Analyses of data collected through semi-structured interviews and educational materials suggest that while issues surrounding diversity and multilingual students have been addressed in writing pedagogy education, there is still room for more work, especially integrative, (trans)disciplinary diversity work that will help turn the graduate composition practicum, as the main context for writing pedagogy education in writing programs, into a space where new writing teachers can navigate diversity in order to learn how to actively engage with and pedagogically respond to it in their writing instruction in the era of superdiversity.