"An Autoethnographic Study of My Student and Teacher Experiences in Fir" by Eric Nuamah Korankye

Graduation Term

2021

Degree Name

Master of Science (MS)

Department

Department of English

Committee Chair

Julie Jung

Abstract

In this thesis, I discuss the importance of culturally-responsive pedagogies in writing programs in multicultural classrooms, especially in the United States (U.S.) where student demographics are gradually shifting from the former U.S. dominance to a more heterogeneous learning community. The study examines the ways teachers of first-year composition (FYC) in the U.S. can reimagine composition studies outside the U.S. and practice inclusivity through the design of internationalized inclusive pedagogies for first-year composition classrooms. I share stories of my experiences of first-year composition (also called Communication Skills) from my roles as a student and teaching assistant in KNUST-Ghana. Through this narration and reflection, I emphasize the importance of storytelling as a source of epistemology and an important qualitative research technique. Further, I talk about experiences teaching in ISU’s Writing Program and make connections between those experiences and the stories I shared from KNUST-Ghana. The purpose is to provide diversifying perspectives to curriculum design in writing programs through cross-cultural and institutional dialogue. I propose translingualism, multiliteracies, multiculturalism and internationalization as methods to attain culturally-responsive pedagogies.

Access Type

Thesis-Open Access

DOI

https://doi.org/10.30707/ETD2021.20211012065803958331.999978

Share

COinS