In the wake of COVID-19, educators are reconsidering not only conventional methods but also those comparatively recent to pedagogy. However, a change in pedagogical strategy can risk being little more than reactive if its philosophical grounding is unvetted. This piece reconsiders the distributed knowledge framework and its potential for writing program administration and writing instruction. The professional communication discipline has used this framework with a frequent result: privileging expertise at the exclusion of other knowledges. This piece chronicles a writing program administrator’s pre-pandemic use of distributed knowledge, and how pandemic surprises led to a revision of the lens. The post-pandemic frame differently addresses the knowledges at play in a learning community. It works to include more students by including more of each student.

Researchers should cite this work as follows:

• Lamberti, A., (2025), "Student Inclusion through Theoretical Reframing: English", HSSCommons: (DOI: 10.31468/dwr.923)

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1. communities of practice
2. distributed knowledge
3. professional communication
4. writing program administration

Original publication: Lamberti, Adrienne. "Student Inclusion through Theoretical Reframing: English." Discourse and Writing/Rédactologie, vol. 32, 2022, pp. 212-236 . DOI: 10.31468/dwr.923. This material has been re-published in an unmodified form on the Canadian HSS Commons with the permission of Discourse and Writing/Rédactologie. Copyright © the author(s). Work published in DW/R is licensed under the Creative Commons CC BY-SA license