A Liberatory Framework for Writing Program Administrators

Abstract

This portfolio dissertation consists of three articles, presented as chapters, all falling under the project's theme of a liberatory writing program administration. Article one offers a theoretical framework based on liberatory pedagogies for WPAs to borrow in order to restructure their writing programs' curriculum, assessment practices, and staffing and training procedures to better align with diversity, equity, and inclusion initiatives. Article two presents six Hallmarks of Inclusion built from one community writing program's practices as principles for WPAs to follow and adapt in a liberatory restructuring of their writing program to become more diverse, equitable, and inclusive. Article three presents a published study about assigning low-stakes writing in business management master's classes, which offers WPAs a replicable method for enacting the liberatory practices of collaboration, reciprocity, and student success.