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JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE
Narratives of Disclosure: Reconsidering the Ethics of Personal Writing Assignments in
Composition Pedagogy for Neurodiverse and Marginalized Students
Author(s): Alisha Scott
Citation: Alisha Scott, (2020) "Narratives of Disclosure: Reconsidering the Ethics of Personal Writing Assignments in Composition Pedagogy for Neurodiverse and Marginalized Students," Journal of Higher Education Theory and Practice, Vol. 20, ss. 9, pp. 144-149
Article Type: Research paper
Publisher: North American Business Press
Abstract:
Instructors in the college composition classroom often require personal writing assignments, such as the literacy narrative, which can place pressure on students to reveal private life details. In the case of marginalized students, such an assignment may involve writing about traumatic or difficult experiences that students may not be ready to relive or may feel uncomfortable disclosing to others. For neurodiverse students, the literacy narrative can prompt disclosure of disabilities that students may not wish to otherwise reveal to instructors or peers. Ethical issues surrounding the literacy narrative assignment are explored and suggestions for pedagogical changes are proposed.
