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…
Listée dans Article | publication par groupe Discourse and Writing/Rédactologie
Version 1.0 - publiée le 10 Jul 2025 doi: 10.31468/dwr.939 - citer ceci
Sous licence Creative Commons BY-SA 4.0
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