A Digital-Decolonial Approach to Writing Pedagogy

Abstract

Decolonizing pedagogy is an important mission that takes purposeful action and effort. Here, I demonstrate why decolonizing pedagogies are difficult to implement in writing classes, especially in digital spaces. Even so, I argue in this article that a digital-decolonial pedagogy requires an active focus on digital rhetorics and pedagogy, intersectionality, and decoloniality, and this approach works toward social justice as it is more inclusive for students who have historically been underrepresented in the classroom and curricula. Through the systematic review of decolonization and digital rhetoric scholarship, the findings discuss applications of this digital-decolonial approach to technical writing pedagogy.