Since 2017, the Inclusive Pedagogies Reading Group has read and discussed the following works:
- Cedillo, C.V., & Bratta, P. (2019). Relating Our Experiences: The Practice of Positionality Stories in Student-centered Pedagogy. College Composition and Communication, 71(2), 215-240.
- Conference on College Composition and Communication (1974). Student’s Right to Their Own Language. College Composition and Communication 25.
- Del Principe, A., & Ihara, R. (2017). A long look at reading in the community college: A longitudinal analysis of student reading experiences. Teaching English in the Two Year College, 45(2), 183-206.
- Giordano, J. B., & Hasse, H. (2016). Unpredictable journeys: Academically at-risk students, developmental education reform, and the two-year college. Teaching English in the Two Year College, 43(4), 371.
- hooks, b. (1994). “Ch. 1 Engaged Pedagogy” and “Ch. 3 Embracing Change: Teaching in a Multicultural World.” Teaching to Transgress. Routledge.
- Inoue, Asao B. (2014). “Theorizing Failure in US Writing Assessments.” Research in the Teaching of English 48.3: 330-52.
- Inoue, A. B. (2015). “Chapter 4: Approaching antiracist work in an assessment ecology.” Antiracist writing assessment ecologies: Teaching and assessing writing for a socially just future. WAC Clearinghouse.
- Inoue, Asao B. (2021). What It Means To Be An Antiracist Teacher: Cultivating Antiracist Orientations in the Literacy Classroom. Asao B. Inoue’s Infrequent Words, www.asaobinoue.com.
- King, E. (2018). Understanding Classroom Silence: How Students’ Perceptions of Power Influence Participation in Discussion-Based Composition Classrooms. Teaching English in the Two Year College, 45(3), 284-305.
- Kumashiro, K. (2002). Chapter 1: Introduction; Chapter 2: Theories and Practices of Antiopressive Education. Troubling Education: “Queer” Activism and Anti-Oppressive t Pedagogy. Routledge. ProQuest Ebook Central.
- Love, B. (2019). “Ch. 5, Abolitionist Teaching, Freedom Dreaming, and Black Joy,” in We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom. Beacon Press.
- Matsuda, P. K. (2014). The lure of translingual writing. PMLA, 129(3), 478-483.
- Pimentel, O., Pimentel, C., & Dean, J. The Myth of the Colorblind Writing Classroom: White Instructors Confront White Privilege in Their Classrooms. Performing Antiracist Pedagogy in Rhetoric, Writing, and Communication, 109.
- Rifenburg, J. M. (2016). Student-Athletes, Prior Knowledge, and Threshold Concepts. Teaching English in the Two Year College, 44(1), 32.
- Rivera-Mueller, J. (2020). Enacting Rhetorical Listening: A Process to Support Students’ Engagement with Challenging Course Readings. Journal on Empowering Teaching Excellence, 4(2), 14-22.
- Scott, J. B. (1997). The literacy narrative as production pedagogy in the composition classroom. Teaching English in the Two Year College, 24, 108-117.
- Shlasko, G. D.(2005) ‘Queer (v.) Pedagogy’, Equity & Excellence in Education, 38: 2, 123-134.
- Twigg, M. (2019). Last Verse Same as the First? On Racial Justice and “Covering” Allyship in Compositionist Identities. College Composition and Communication 71(1): 7-30.
- Van Ryzin, M.J. (2023). Peer Learning Guide: Evidence, Design Principles, and Examples. PeerLearning.net.
- Waite, S. (2017). Teaching queer: Radical possibilities for writing and knowing. University of Pittsburgh Press.
- Watson, M., & Shapiro, R. (2018). Clarifying the Multiple Dimensions of Monolingualism: Keeping Our Sights on Language Politics. In Composition Forum (Vol. 38). Association of Teachers of Advanced Composition.
- Womack, A. M. (2017). Teaching is accommodation: Universally designing composition classrooms and syllabi. College Composition and Communication, 68(3), 494.
- Wood, T. (2017). Cripping Time in the College Composition Classroom. College Composition and Communication 69(2): 260-286.
- Young, Vershawn Ashanti (2010). Should Writers Use They Own English? Iowa Journal of Cultural Studies 12(1), 110-118.