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…
Listado en Article | publicación de grupo Discourse and Writing/Rédactologie
Versión 1.0 - publicado en 10 Jul 2025 doi: 10.31468/dwr.939 - cite this
Licencia Creative Commons BY-SA 4.0
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| Versión | Publicado | Identificador DOI | Estado | |
|---|---|---|---|---|
| 1.0 | Jul 10, 2025 | 10.31468/dwr.939 | publicado | ver versión » |
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