{"id":{"repo_id":"unr","oai_identifier":"oai:scholarwolf.unr.edu:11714/8218"},"canonical_url":"https://search.dev.ndltd.org/etd/unr/oai:scholarwolf.unr.edu:11714/8218","repository":{"repo_id":"unr","name":"University of Nevada - Reno","base_url":"https://scholarwolf.unr.edu/server/oai/request"},"display":{"title":"Diversity, Equity, and Inclusion in and Beyond the Writing Classroom: Teaching Writing through Intersectional and Interdisciplinary Methods","abstract":"The following project investigates how diversity, equity, and inclusion (DEI) initiatives like Students' Right to Their Own Language in writing and composition studies gets taken up in writing pedagogies. The project includes research into Gender, Race, and Identity (GRI) pedagogies as well. DEI practices were researched in three separate case studies: one in first-year writing courses at the University of Nevada, Reno, one in GRI courses at the University of Nevada, Reno, and one based on survey data and course materials collected from writing instructors invested in DEI from across the U.S. Ultimately, the data revealed that those invested in DEI often engage social justice scholarship, critical self-reflection, embodiment, and diverse composing practices. Further, the data reveals that DEI is still mostly engaged on a representational level, highlighting a need for more emphasis on embodied, material DEI practices in how we teach and make meaning in language and discourse.","abstract_html":"The following project investigates how diversity, equity, and inclusion (DEI) initiatives like Students' Right to Their Own Language in writing and composition studies gets taken up in writing pedagogies. The project includes research into Gender, Race, and Identity (GRI) pedagogies as well. DEI practices were researched in three separate case studies: one in first-year writing courses at the University of Nevada, Reno, one in GRI courses at the University of Nevada, Reno, and one based on survey data and course materials collected from writing instructors invested in DEI from across the U.S. Ultimately, the data revealed that those invested in DEI often engage social justice scholarship, critical self-reflection, embodiment, and diverse composing practices. Further, the data reveals that DEI is still mostly engaged on a representational level, highlighting a need for more emphasis on embodied, material DEI practices in how we teach and make meaning in language and discourse.","abstract_has_math":false,"creators":["Moore, Alison"],"institution":null,"degree_name":null,"degree_level":"Doctorate Degree","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Chaput, Catherine"],"committee_chairs":[],"committee_members":["Miller, Elisabeth","Mays, Christopher","Hobson, Emily"],"year":2022,"date_issued":"2022","date_published":"2022","updated_at":"2026-07-27T21:47:47Z","subjects":["composition","diversity equity inclusion","intersectionality","languaging","writing","writing across the curriculum"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11714/8218","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Chaput, Catherine"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Miller, Elisabeth","Mays, Christopher","Hobson, Emily"]},{"key":"dc:creator","label":"Author","values":["Moore, Alison"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2022-06-28T01:21:24Z"]},{"key":"dc:date.issued","label":"Date","values":["2022"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctorate Degree"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["composition","diversity equity inclusion","intersectionality","languaging","writing","writing across the curriculum"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11714/8218"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The following project investigates how diversity, equity, and inclusion (DEI) initiatives like Students' Right to Their Own Language in writing and composition studies gets taken up in writing pedagogies. The project includes research into Gender, Race, and Identity (GRI) pedagogies as well. DEI practices were researched in three separate case studies: one in first-year writing courses at the University of Nevada, Reno, one in GRI courses at the University of Nevada, Reno, and one based on survey data and course materials collected from writing instructors invested in DEI from across the U.S. Ultimately, the data revealed that those invested in DEI often engage social justice scholarship, critical self-reflection, embodiment, and diverse composing practices. Further, the data reveals that DEI is still mostly engaged on a representational level, highlighting a need for more emphasis on embodied, material DEI practices in how we teach and make meaning in language and discourse."]},{"key":"dc:format","label":"Dc Format","values":["PDF"]},{"key":"dc:title","label":"Title","values":["Diversity, Equity, and Inclusion in and Beyond the Writing Classroom: Teaching Writing through Intersectional and Interdisciplinary Methods"]}]}],"canonical_facts":{"dc:contributor.advisor":["Chaput, Catherine"],"dc:contributor.committeemember":["Miller, Elisabeth","Mays, Christopher","Hobson, Emily"],"dc:creator":["Moore, Alison"],"dc:date.accessioned":["2022-06-28T01:21:24Z"],"dc:date.issued":["2022"],"dc:description.abstract":["The following project investigates how diversity, equity, and inclusion (DEI) initiatives like Students' Right to Their Own Language in writing and composition studies gets taken up in writing pedagogies. The project includes research into Gender, Race, and Identity (GRI) pedagogies as well. DEI practices were researched in three separate case studies: one in first-year writing courses at the University of Nevada, Reno, one in GRI courses at the University of Nevada, Reno, and one based on survey data and course materials collected from writing instructors invested in DEI from across the U.S. Ultimately, the data revealed that those invested in DEI often engage social justice scholarship, critical self-reflection, embodiment, and diverse composing practices. Further, the data reveals that DEI is still mostly engaged on a representational level, highlighting a need for more emphasis on embodied, material DEI practices in how we teach and make meaning in language and discourse."],"dc:format":["PDF"],"dc:identifier.uri":["http://hdl.handle.net/11714/8218"],"dc:subject":["composition","diversity equity inclusion","intersectionality","languaging","writing","writing across the curriculum"],"dc:title":["Diversity, Equity, and Inclusion in and Beyond the Writing Classroom: Teaching Writing through Intersectional and Interdisciplinary Methods"],"dc:type":["Dissertation"],"thesis:degree_level":["Doctorate Degree"]},"updated_at":"2026-07-27T21:47:47Z"}