Speaking Against Inequity in the Writing Classroom: Challenging the Performance Paradigm for Undergraduate Oral Presentations
Many existing scholarly speaking pedagogies continue to think of oral presentations as performances for an audience rather than dialogic exchanges of research. Such approaches, prominent in Canadian universities, can exacerbate classroom inequities…
Listed in Article | publication by group Discourse and Writing/Rédactologie
Version 1.0 - published on 10 Jul 2025 doi: 10.31468/dwr.939 - cite this
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