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Henriksen, Line, et al. “Writing Bodies and Bodies of Text: Thinking Vulnerability through Monsters.” Gender,
Work & Organization, vol. 29, no. 2, Mar. 2022, pp. 561–74. DOI.org (Crossref),
https://doi.org/10.1111/gwao.12782.
Brentnell, Lauren, et al. “ The Hidden and Invisible: Vulnerability in Writing Center Work .” Wellness and Care in
Writing Center Work, WLN Digital Edited Collections, 2021,
https://ship.pressbooks.pub/writingcentersandwellness/chapter/title-here-3/ .
Davis Lugg, Jacquelyn. “‘THE GIFT OF AUTHENTICITY’: WRITING CENTER PEDAGOGY AND INTEGRATED IDENT
Christodoulidi, Fevronia. “A Pedagogy of Vulnerability: Its Relevance to Diversity Teaching and ‘Humanising’
Higher Education.” Equity in Education & Society, June 2023, p. 27526461231185834. DOI.org (Crossref),
https://doi.org/10.1177/27526461231185834.
Giardina, Elizabeth. “Teacher as Student: Matters of Exploration and Radical Vulnerability in the Classroom .”
Exploring How We Teach: Lived Experiences, Lessons, and Research about Graduate Instructors by Graduate
Instructors, edited by Sam Clem, Utah State University, 2022, pp. 186–98,
https://uen.pressbooks.pub/exploreteaching/.
Khan, Almas. “Vulnerability as a Pedagogical Practice.” Writing as a Way of Staying Human in a Time That Isn’t,
edited by Nate Mickelson, Vernon Press, 2018, pp. 103–22.
Mancilla, Lorena. “MAKING IT PERSONAL AND LEARNING CON EL CORAZÓN” Pedagogy of Vulnerability,
edited by Edward Brantmeier and Maria McKenna, Information Age Publishing, 2020,
https://ebookcentral.proquest.com/lib/unc/reader.action?docID=6166816. .
Standridge, Emily. “Safe Spaces and Brave Pedagogy in Tutor Training Guides.” The Peer Review, vol. 1, no. 2,
Fall 2017, https://thepeerreview-iwca.org/issues/braver-spaces/safe-spaces-and-brave-pedagogy-in-tutor-
training-guides/.
Gravett, Karen, and Naomi E. Winstone. “Making Connections: Authenticity and Alienation within Students’ Relationships in
Kline, Sonia, and Grace Kang. “Reflect, Reimagine, Revisit: A Framework for Centering Critical Writing Pedagogy.” Languag
Main Idea/Summary Process

The researchers held a writing workshop to explore writing

process and the written product as a collage. They used a
collaborative autoethnographic text called Pieced Together as
an example of their intended practice. They asked participants
to bring in a draft of something they were struggling with. When
introducing their drafts, they began with "Hello, text" to explore
the changes in affective relationships when working with texts.
(565-6) For this part, participants engaging in the exercise will
need a text they're not happy with, people they trust and a
space they're ok with being vulnerable in. (570) After addressing
the texts, participants said their feelings about the text, giving
everyone the chance to speak this aloud. At the end of the
round, participants wrote about the experience. (568) For the
collage monster section, participants will need a pen, paper,
scissors, glue, a blank piece of paper, people they trust and a
timekeeper with a timer. The purpose is to recreate a
participant's own text with other people's sentences by making a
collage. (571) During the workshop, participants chose sections
of their texts they thought their fellow participants would like and
received one sentence from each collaborator. Then, they glued
these sentences onto pieces of paper. These sentences can be
modified in anyway that the person using them wants. The
timekeeper then alerted the participants after 5 minutes had
passed. This process of redistribution happened for 4 rounds (or
until every collaborator had received a sentence from every
other one). Then, the participants took 10-20 minutes to polish
their texts and they shared their final products and reflected on
the experience. During the reflection, they addressed the texts
g as "you are". (572)
 building/safety of open communities, promoting empathetic
listening, reflecting on positionality and rationality, sharing power
and flattening hierarchal governance and rebuilding networks of
trust and care. (7) She then used a series of questions to share
her own vulnerabilities in conversation with writing center
colleagues. (8) Writing centers should provide anti-harassment
and intervention training for coaches as well as university and
community resources for coaches and writers to utilize. (12) One
of the researchers collected images of everday moments in the
writing center, including messy and darker ones. (13) Then, they
examined these objects to name vulnerabilities (18). In
conversation with students, these researchers acted as coaches
facilitating an equal exchange of vulnerabiilty between
themselves and the students in their sessions (16). They also
opened up to their colleagues about their personal lives, leading
to more support and understanding. (22) The researchers
suggested including good, bad and mundane stories about the
writing center in a public space, such as the website. They
named several strategies. The first is the cathartic worst-case
scenario dump where coaches could work through worries about
sessions by running through worst-case scenarios and
considering their resposnes. The other coach in the exercise
would validate the worry and the two would discuss solutions
and next steps.An alternative way to use this exercise is during
This article discusses what it means for actual sessions when coaches can help students through their
inherently vulnerable populations to push past worries about writing by giving these scenarios. (26) Coaches
empathy towards authentic vulnerability. (1) should also be trained to take care of themselves and offer
Writing centers are a welcoming and caring themselves sympathy in the same way they are trained to be
space that encourages vulnerability in the face sympathetic to a writer. (28) The researchers also encouraged
of traditional hierarchal structures, but also taking pictures of everyday vulnerability by having coaches walk
prioritizes professionalism. Writing centers can around the space during a staff meeting to take pictures of
even have touches of home. Vulnerability can objects that show vulnerability from coaches or writers. Then
sometimes be uncomfortable and frightening, these coaches would get into small groups, discuss findings and
so to engage it, you must work to make make note about what the feelings of people who created these
safe/open communities for speakers and moments might be. It could lead into a larger discussion on how
listeners. (2) It can also deconstruct systems coaches are feeling, their vulnerabilities and the connection of
of power. (24) their vulnerabilities to others in the room. (29-30)
identity development of teachers is her practice as a Teacher Assistant, as well as conversations
underexplored and authenticity can be a useful with colleagues during orientation (67). To explore the way that
guideline concept (68). TA education is more TAs interact with challenging intersections of their identities, she
than a one time delivery of a skillset because analyzed a study which examined journals of new TAs. (71)
the position is about growth as TAs form Davis also analyzed a study on intersectionality and authenticity.
integrated identities across different contexts (73) She observed her TA colleagues treating the opportunity to
(70). Negotiating these identities is very be authentic like a privilege they must earn. She also noticed
complex. Authenticity is often contrasted wtih that she got pushback from a colleague when she shared that
authority and includes deeply considering she oftend iscusses her assignments with her students. She
connections. It's a continual process to bring drew from her own transition as a peer writing adviser to teacher
about genuine self. (72) As an experience, as well(74). Davis created a model for a TA practicum course
authenticity can vary across contexts and that integrates writing center pedagogy to help TAs develop
individuals but remains grounded (73). Since authentic authority from engagement of identities as opposed to
teaching and tutoring are actually very traditional power. (75) She analyzed a study surveying writing
connected, Davis argues that we should program administrators around the nation about whether tutoring
implement more tutoring strategies in the experience can benefit TA training (76). In her tutoring process,
traditional classroom. Writing center training she herself combines reading, talking, writing and thinking to
benefits TAs because it exposes them to engage with a writer and draw the knowledge they collectively
subject matter, relies on honest, open have about a certain paper, bringing multiple identities into a
collaboration and helps them find a productive conversation (75). She experimented with re-
comfortable sense of identity (75). She also envisioning feedback as dialogue to practice authenticity to
talks about navigating power structures reframe how TAs engage with teaching (76). Davis provided an
because imbalance is clear in the TA/student example of fostering authenticity when she was a TA in her first
relationship, especially in a TA/first year one semester teaching English 101. She used grading conferences
(76). She used a graded conferences method for three major assignments where students turned in their
to provide feedback to students which she papers online at the due date then brought a paper copy to an
found important because of the common in-person meeting instead of having traditional class times.
identity TAs and first year students in These lasted 20-30 minutes and they read the paper together to
particular share (78-9). Both groups are mark it up. Then they noted questions and concerns as well.
transitional. (79) The author suggests Together, they as TA and student assessed the paper against a
integrating writing center tutoring pedagogy holistic rubric already used in class. They developed a plan for
into TA practicum courses allows TAs to revision together. (77) She recounted a specific encounter with a
explore their identity formation more. (80) student who was confused over her not using a red pen to mark
Authenticity is a source of authority (82). up the paper and attempting to reframe leaving comments into
Teaching is an authentic daily process that something other than correcting errors. (78) Davis introduced a
needs people to be empowered to be skeleton framework of the program she's proposing at Saint
themselves. (83) Mary's College in California (81).
and courageous dialogues about diversity,
difference and intersectionality. The paper
describes qualities of a vulnerable educator Christodoulidi reflects on how she herself adopted a pedagogy
and the positive impact they can have on of vulnerability in her classroom to dismantle the power
student participation, empowerment and imbalance between educator and learner. She discusses how
engagement. It also acknowledges challenges she cultivated a co-learner stance with her students. (1) She
of this approach being implemented at worked relationally with her students through controversial,
academic institutions. Christodoulidi explores emotional and political conversations by using tentative self-
the question of facilitating brave discussions in disclosure and a more vulnerable persona. She also
a classroom space through a decolonizing experimented with pedagogies that support her objectives as an
lens (1). She acknowledged her own identities, educator (cultivating professional conscience, inquisitive
privileges and marginalizations to explain how curiosity, self-reflexivity and relational intelligence) such as
they inform her work (2). Vulnerability often setting empathetic boundaries and leaning into compassionate
has negative connotations, but Christodoulidi tension. She adopted the pedagogy of vulnerability, taking
argues that it's a valuable thing with positive inspiration from pedagogy of the oppressed and pedagogy of
and transformational potential. It can empower the heart (2). Through her teaching, she attempted to shift focus
marginalized groups (3). Christodoulidi from pure intellectual debates to accessing insights and
encouraged the concept of inclusive advanced reflexivity. (3) Christodoulidi observed in her own
intelligence which includes self awareness, classes that cultivating relationships with students that hold
empathy, engagement, cultural wisodm, space for leaving shame and rage aside supports her ability to
accountability and commitment. She also uncover difficult states of truth. She shifted from debate to
discussed the idea of a vulnerable educator as encounter in order to reveal hidden topics instead of explicitly
someone willing to discuss their experiences naming them in an experiential way. (4) Christodoulidi also
alongside students. By sharing personal implemented a co-learning practice. Co-learning is when
stories, educators engage in co-creating lived students are invited to be leaders in their own knowledge to
curriculum in a classroom alongside their discover nuances of a subject themselves alongside the
students (4). Representation matters for educator. Christodoulidi shared stories of her own privilege and
students to see educators that look like them, experiences with her students to step out of her own comfort
but educators in majority groups must also zone and support students doing the same. (5) She observed
work to engage with marginalized students shifts in classroom participation to understand action vs inaction
and combat systems of oppression as part of when exposed to challenging topics. When she presented
their vulnerable practice (6). Christodoulidi lectures on challenging topics, she included a trigger warning
now encourages exploring relevance and and an image of herself as a child to invite students to channel
application in her theories in various their own "inner child". She also incorporated other visual, audio
disciplines outside of psychotherapy to or metaphorical messages to convey messages to land in an
generate a framework for both students and embodied way and support students adopting more self-
staff to participate in these discussions (9). compassion (7).
 Giardina begins the paper by telling an anecdote about a
mistake she made as an educator. While she encouraged
students right off the bat to share their writing imperfections, she
also focused on her own work being polished. One day, she
accidentally closed out one of her tabs and revealed her desk
top full of halfwritten drafts. Despite feeling discomfort, she
Through recounting her own experiences with cracked a joke and explained some of her messy writing
vulnerability in the classroom as a new TA, process. (187) She emphasized her own incomplete knowledge
especially during the height of the COVID-19 to her students and developed a discussion method for students
pandemic, Giardina argues that being to have open-ended inquiry. She separated the class into
vulnerable leads to better relationships groups and has each group invent one questions about the
between educator and learner and that this material. Then, all the groups shared their own questions and
encourages student learning. Her pedagogy is each group discussed the other groups' questions. When they
informed by her position as a graduate student again returned to full-class discussion, students shared
instructor (GSI) because GSIs are able to both individual perspectives about the exercise and their responses.
bring their existing experience to the table and (190) Giardina assigned the essay "Shitty First Drafts" by Anne
participate in the learning process to gain Lamott and had students produce three drafts of each essay
more expertise. (188) She encourages an they wrote- a peer review draft, an instructor review draft and a
engaged pedagogy that empowers both final portfolio draft. After feedback from each draft, she had
student and educator. (188) She also students create revision plans to reflect on their writing
discussed the living nature of the writing processes. She gave them prompts about their own writing
process as an open-ended exploration. (189) process to encourage their reflection. She also shared her own
She argues that the beginning of the pandemic process with the whole class, including vulnerabilities like her
shifted the cultural perspective on vulnerability struggle wtih outlining. She framed her process as a personal
from embarassment to asking for needs, journey to guide her students on theirs. (191) She assigned The
introducing the concept of radical vulnerability Fifth Season as reading during Fall of 2020 to reflect on current
(192). Giardina also claims that the daily act of events like climate change. She also shared her own freewriting
teaching and learning is shaped by current process inspired by Natalie Goldberg's work with the class and
events (193). introduced an optional freewriting space twice a week. (193)
 comfort in doing so. She arrived early on the first day of classes
and circulated through the students instead of remaining
separate at the front (110). In larger lecture classes, she
observed professors learning names of their students to call on
students during lectures. Khan herself regularly conducted oral
check-ins with students and required each student to meet with
her early in the term (111). Khan also divulged personal
In this chapter, Khan argues that educators vulnerabilities in class like having defied cultural expectations in
should have a keen awareness of human choosing a major and career path and attending three different
vulnerability. She defines this as our undergraduate institutions. She shared her own struggles with
innerconnectedness despite living in a society writing to let students open up (112). She allowed to students to
that prioritizes individuality. He says that contribute to creating assessment and feedback procedures as
vulnerability is interdisciplinary. (104) Writing well. In the experimental class, students weren't restricted to a
itself is a quintessentially vulnerable act specific format in drafting papers as long as they engaged
becasue it exposes someone to others (106). directly with the case and narrated the story. Khan weighed
She incorporates L. Dee Fink's course design earlier assignments lighter than later ones so that students could
guide, including Fink's six-item taxonomy of experiment with their writing and allowed students to come up
significant learning which says that one kind of with their own topics and prompts. When Khan was a teaching
learning can stimulate other kinds of learning. assistant for an upper division literature survey class, she was
(107) Khan herself taught an experiential required to assign students fifteen pages of writing. She gave
course about the theory and craft of American sample approaches to the students and grouped them into four
law which encouraged students to build teams to agree on what assignment they wanted (113). The
relationships with other peoplep on a personal class voted on the options and ended up coosign three five-
level and to learn about vulnerabilities. (107) page papers with presenting, drafting a sample course syllabus,
She also discusses other strategies she's used writing a book review or composing an introduction to one of the
to foster relationships with students and course texts being alternative choicse for the third paper. Most
become more vulnerable with them to students used the alternative options (114). Khan assumed
encourage their vulnerability in return (112). students' good faith in writing and gave feedback like she was
Khan's course design shows her creative participating in a dialogue with the student writing. Assignments
approach because she believes that writing shold be embedded in teachers' weekly interactions with
and living are closely connected through students like active learning through class, not just summative.
individual and communal humanity. (116) She They can be individual, small group or classwide and combining
argues that incorporating critical theories of these levels can be particularly effective. They can also be
vulnerability should be intentional by beginning multidimensional with textual, visual and oral components (115).
smaller, but that it can change learning in In a literature survey discussion, Khan had each student analyze
academia and in a worldwide context as well a different stanza of a poem and then explain other students'
(118). comments on different stanzas (116).
 response and told him that she felt guilty aftere reading it. This
admission changed the dynamic of the conversation to be more
personal and she was able to have a deeper reflection on the
material by including herself in it. Her advisor finally told her not
to feel guilty, but to do something about it. (168) This
conversation led her to the first pivotal moment in her research
journey when she attended one of Richard Payne's workshops
whose content promoted deficit thinking towards certain groups.
This made what she had felt guilty reading about now applicable
to her. She felt shock and disbelief. She spoke with her advisor
This chaper is a reflective essay about about this and he listened to challenger her thinking. After the
Mancilla's own experience in mentor-mentee meeting, she became more selective in her readings and refined
relationships and how that encouraged her her reference library (169). She also integrated her new
research process in higher education. She interests after critical self-reflection by developing and faciliating
argues that these mentor-mentee relationships worksshops on these topics. Throughout this process, she
are important because they uniquely create a continued meeting with her advisor and discussing her
pedagogy of vulnerability (165). As a doctoral observations, finding relevant literature and finding her next
student, she struggled to find a research topic steps. When she took a class with a professor who would
until she got help from her mentors. Mancilla become her second mentor, she asked her professor to
reflects on this process to encourage others to interview her parents to put a new spin on her research project.
embrace a pedagogy of vulnerability (166). The professor agreed and talking to her parents made this topic
Vulnerability can cause a lot of emotions, but even more personal for Mancilla (170). Speaking with them
can serve as a transformative experience. It's allowed her to learn from them, but they were also able to learn
necessary to have a balance between these from her (171). Mancilla engaged in deep learning when her
and other emotions and thinking within lived experiences were included in academic spaces. After this
academic spaces (167). Mancilla also argues semester project, Mancilla's professor helped her apply her
that making research personal by engaging research to tangible work and she was able to use this
with people you care about as a part of it leads knowledge to create a research question for her dissertation
to powerful learning moments that improve (172). She continued conducting interview with Latino parents
scholarship and also have personal benefits. and despite the lack of pre-existing connection, they still became
For example, she spoke with her parents as personal by the end because of her and the parents'
part of her research which inspired her to vulnerability (173). Now, Mancilla is exploring how to help others
continue learning (171). She found the do the work she does by creating space for others to learn and
balance between objectivity and subjectivity assuming more of a mentor role (174). But she also accepts that
(172). A pedagogy of vulnerability invites even though she successfully defended her dissertation already,
humanity into the learning process which she is still growing on her personal and academic journies and
Mancilla encourages (174). she wants to remain vulnerable to that experience (175).
pedagogy trying to discern which one could be
applied most to creating safe spaces with a
brave pedagogy. She was inspired by tutors
approaching her asking her to hang up a "safe
space" sticker from GLSEN and she began The tutors working with Standridge at her writing center asked
questioning the concept of safety itself (1). about putting up "safe space" stickers at the entry of their writing
Standridge wanted to ensure that everyone felt center. When considering the decision, Standridge had an
accepted in the writing center regardless of internal conflict between affirming one group to keep them safe
their identity or beliefs or identity. Standridge and potentially excluding another group that the writing center
argues that while writing centers do have a could help both through tutoring and opening their minds. She
"homey" feel, not all homes are welcoming or began a literature review as a response to this internal conflict
safe, so this might also make the space feel and began questioning whether the writing center is truly a
exclusive (2). Standridge argues that popular space or a relationship (2). She specifically analyzed three texts:
guides to writing center pedagogy offer safe A Tutor's Guide: Helping Writers One to One, The Longman
spaces without brave pedagogy. The one with Guide to Writing Center Theory and Practice and The Oxford
the closest example of brave pedagogy is Guide for Writing Tutors: Practice and Research. She compared
Longman Guide to Writing Center Theory and and contrasted attributes of these texts and their attitudes
Practice though it still has some limitations as towards the writing center (3-4). These texts familiarized new
well (3). Standridge says that safe spaces are ideas for writing center tutors through their matter-of-fact tones.
meant for all marginalized students facilitated Raising awareness is a common strategy for creating safe
by empathetic, like-minded people. While they spaces (6-7). To create genuine dialogue, writing centers should
can also be physical locations, safe spaces revise their framework to emphasize courage over safety (9).
are a method more than a location just like She gave some steps for how to create a brave pedagogy in the
writing centers (4). The texts also explore classroom: discussing controvery with civility, owning intentions
considerations for different cultures, genders and impact rather than hiding behind good intentions when the
and ability in writing centers (6). Standridge impact is harmful, challenging controversial issues while
claims that learning about social justice needs recognizing that having a choice to interact with these issues is
risk (8). Standridge says that the Longman a privilege, being mindful of all participants in the conversation,
Guide is the closest to brave pedagogy. It noting the difference between ideological challenges and
doesn't explicitly address privilege but asks personal attacks and making sure participants are prepared for
readers to be mindful of their privilege through intense conversations. Brave pedagogy should also consider the
putting their perspectives in conversation with impact of privilege on relationships with others (9-10). She found
historical purposes of the writing center. She that The Longman Guide is the closest to fully enacting brave
says that an important element of brave pedagogy because it creates a spectrum of perspectives for
pedagogy is self-reflection to consider one's each issue that it introduces. (10) It also doesn't include overly
place in various communities and power polarizing articles and since the articles stand on their own, each
structures (12). reader can choose where/how they want to start (11).
This paper argues that relationships are an
inetgral part of student learning in higher
education. The authors explored relational
pedagogies, authenticity, mattering and
alienation as four concepts which impact
students' educational experiences. Gravett
and Winstone argue that many students have
a desire for more authentic connection with
others because they often experience
alienation in higher education environments.
(360) The authors argue that while all groups
matter to the education process, two groups in
particular are important to students' learning Gravett and Winstone carried out a longnitudal study at two
experiences: tutors and peers. (361) They also research institutions in England from 2018-2019. They used a
highlight the tension between care and career- story-mediated interview method. This included asking
readiness in universities. Gravett and participants to write about a hypothetical scenario with provided
Winstone thus encourage educators to story stems they needed to continue. The first stem included a
consider their own identities to reduce student girl named Alice meeting with her personal tutor (363). The
alienation. (362) They write that this research second stem included a boy named Adam reflecting upon his
is meant to find the effect of meaningful experiences at university. This method was chosen to explore
relationships on student experiences (363). assumptions, discourse and understanding, not personal views.
They both acknowledge that due to their There were 11 first-year students involved in the study, 4 from
positionality as researcher, they are unable to one university and 7 from the other. They were from a variety of
remain subjective and want to use that as a disciplines and 10 were female and 1 one was male. They were
resource rather than limitation (364-5). There from diverse backgrounds in class, race and ethnicity. 2
is still much to be done making opportunities participants withdrew participation during the study for personal
for students in higher education to connect reasons before the second story completion process. (364) The
meaningfully in existing spaces (370). researchers used NVio 11 to store and organize interview
Academics must be able to connect with their transcriptions. They analyzed the data through how staff-student
students on a personal level or students may reatlionships were depicted, the importance of these
become alienated. Higher education relationships to the participants and the role of authenticity and
institutions must also prioritize the importance alienation in the data. They then identified themes across the
of relationships so that students matter. The data and developed a list of codes to apply to the dataset. The
researchers say that there needs to be more final dataset included both story and interview data. The
work done on relational pedagogy to support researchers noted connections and evolving relationships within
both staff and students' work learning (371). the data through the longnitudal approach (365).
pedagogy into their curriculums. Kline and created by the researchers (304). The questions created center
Kang begin with reflecting on their own writing around the four dimensions of writing. Teachers using the
journies to realize their own experiences didn't framework should determine whether they are ready for minor
include much Critical instruction. They define revisions or major restructuring through potentially beginning
Critical as something with deep thinking that with a dimension and considering the ways to move towards a
interrogates dominant society by working to Critical orientation They should use the provided questions, but
dismantle power structures. This article also create their own during this step. After reimagining
centers Critical writing pedagogy, discusses pedagogy, teachers should consistently evaluate their decisions
various orientations of writing and provides a to make sure they still align with the Critical orientation through
framework to change methods of instruction. intentionally including student perspectives (305). In order to
(300) They provide summaries of three provide students with an understanding of genre, teachers
different theories of orientation: cognitive, should engage students in investigations of the concept.
sociocultural and Critical. Cognitive orientation Example activities the authors provided include looking at
centers the process going on internally and genres often used in schools and other genres like candy
sociocultural orientation focuses on writing as wrappers and t-shirts and having students bring in texts that are
a tool for scoial purposes. Critical writing takes meaningful to them. During this time, teachers should also
elements of sociocultural theory which focus address issues of power and justice (306). One way of doing
on historical, cultural and political context and this is highlighting mentor texts about advocacy and inviting
focuses on engaging in equity work through students to write for similar purposes. To engage students
writing as well. (301) Khan and Kline created a regardless of linguistic background, teachers should facilitate
table of existing theories and a framework prewriting activities, peer discussions and brainstorming
through which people can evaluate these processes that reflects their communicative resources. Teachers
theories to deem what is best for their should support "code-meshing" regardless of context. (307)
classrooms (303, 304). They specifically Educators should also be transparent about the material they
encourage including student voices in these have, especially if it's mandated by the curriculum, by asking
decisions and becoming more comfortable students to have conversations about an author's context.
with change (305). Writing needs to change Critical instructors ideally co-construct curricula with their
because students and communities are always students instead of following something already published by
changing. The article also expands upon the inviting students to propose their own projects and supporting
definitions of four dimensions of writing: genre, students' use of digital tools and deadlines. (308) Teachers and
grammar and language, agency and students alike should acknowledge how the world is ever-
participation and technology and digital media changing and develop more flexibility when approaching new
(306). While acknowledging the challenges tasks and tools. Teachers should support their students in using
and intensities of integrating Critical orientation these new tools in collaborative online spaces for dialogue and
theory, Khan and Kline argue that these connection, investigating their own identities with the help of
difficulties are the exact reason it is so needed digital tools and investigating material effects of technology.
to take action (309). (309)
Conclusion/Findings Connection to Other Studies

Writing process has a complex relationship with

the text and the author. (562) The creation of
stories is about relationship to writing process.
(567) The collages challenged the traditional
academic writing formula and the supposedly
objective validity of aforementioned traditional
process. (568) The acknowledgement of
collectivity and multiplicity in writing voice allowed
writers to renegotiate the threshold between a Vulnerability in the writing process
writer and their written work. (569) The written improves it because it allows learners to
creates the writer too. The collective writing establish meaningful connections. This is
process shows how all texts include multiple similar conclusions made in Bretnell's
voices. (569) The "hello text" part specifically lets study (Bretnell 33), Davis's stud (Davis
participants see their work in a different light so 74), Christodoulidi's work (Christodoulidi
they can change their approach working with it. 7), Khan's chapter (Khan 107) and
Researchers found during this study that no text Gravett's work (Gravett 363) which all
can ever be complete or perfect. discuss the benefits of vulnerability.
Moments of vulnerability happen within every day
happenings, but they're not always welcome in the
writing center. (2) Every day objects can reveal
deep and sometimes negative things. (3) It's
important to discuss, expose and integrate
vulnerability into everyday work at the writing
center. Vulnerability should be portrayed as
something strong not weak. (4) It's also emotional
involvement with a greater risk than empathy.
People should be vulnerable instead of just
extending empathy to others, especially in the
context of the writing center. Not everyone always
needs to be vulnerable, but we need to stop
making it seem shameful. (5) Care-based practices
should be implemented at writing centers to
encourage vulnerability. (6) Writing can also be a
space for silent vulnerability and thus a healing
space for students and coaches. (10)
Vulnerabilities can present in unexpected ways.
The researchers encouraged several practices like
cathartic worst-case scenario dumps, using crying
as a praxis and taking pictures of everyday This study discusses the importance of
vulnerability. Ultimately, vulnerability can make the bodily awareness and vulnerability which
writing center more empathetic and responsive. improves writing (4). It's similar to points
(33) Since everyone comes to the writing center made by Henriksen about the fluidity of
with experiences, being invited to share them can writing and how it is its own entity
create more community. (Henriksen 563).
to be authentic (72). A study on intersectionality
and authenticity found that choices about how to
portray identities in various contexts often depends
on structures of oppression and privilege, so
authors of the study suggest that new teachers
should choose an approach toa ddressing
embodiment that feels comfortable and can evolve
(73). Practicing authenticity can create productive
integration of identities and positive self-feelings
(74). She found that teaching and tutoring are not
separate practices, but actually interconnected.
(75) Often, TAs with experience in the writing
center have more success (76). Constant
renegotiation of identity required by tutoring is
helpful for TAs (75). This also helps grow a more
authentic sense of authority. TAs should work to
productively reframe power structures by finding
moments of authentic engagement with students
(76). Davis found she was open to her grading
conferences method because of her experience as
a writing center coach drawing on past
experiences and being honest about her identities.
She found that it's effective to use feedback as a
space for honesty, growth and relationship-building
instead of one sided evaluation. Authentic
identification for students and TAs, like graded
conferences, is very effective in building these
relationships (78). Davis encouraged using Authenticity isn't a singular event, but a
similarities between TA and student to build a dynamic process that is always
strong common ground isntead of seeing it as a happening. (72) This is similar to
challenge. (79). Writing center pedagogy should be Henriksen's point about the fluidity of
a consistent part of coursework, not an add-on. writing as a process (Henriksen 562) and
Davis suggested readings, discussions, practicing Giardina's arguments about the writing
tutoring/being tutored, reflections and observations process as something living (Giardina
of staff at a writing center (80). Tutoring experience 189). The concept of authority is similar to
gives TAs practice being their most authentic Khan's relationship-building strategies
selves. (Khan 112).
crucial in this work. (2) High emotions in
uncomfortable conversations are often the driving
force of activism and when educators model
tentative, deliberate approaches to these
conversations for their students, it inspires
students to access their own voice. (3) Educators
display vulnerability breaks barriers in
communication and perception amongst students
by modelling an emotionally intelligent stance with
inclusive intelligence. (4) Christodoulidi found that
co-learning as a facilitator managing the process
while allowing for experimentation leads to new
discoveries through personalized learning.
Through the combination of a pedagogy of
vulnerability and pedagogy of discomfort, learners
are able to negotiate the material they can use in
reflection. (5). Academic materials should center or
at the very least include indigenous knowledge by
Black and brown authors to add representation
and encourage vulnerability in this way. Educators
should use the same theory tutors do in powering
with students instead of powering over them to
maintain professionalism while also encouraging
education and independence (6). Getting in touch
with personal vulnerabilities allows learners to
move away from sole perception to motivation for
action. When encouraged to share their inner
children, students discuss links between theory It's important to renegotiate relationships
and practice by reflecting on personal experience. with authority and power dynamics in
Students gave positive feedback to this (7-8). To classroom spaces, like Davis (Davis 80-
avoid misuse of power, higher education 83) and Giardina (Giardina 188) .
institutions should be more open to external Educators must hold space for self-
consultancy and reflective practice output. Suitable disclosure and personal conversations to
risk-taking leads to students/colleagues speaking actually improve relationships with
up and fosters courageous self-reflection. It also students and therefore their learning,
leads to more application of critical thinking and similar to how Davis argues that
authentic social justice attitudes (9). authenticity builds authority (Davis 82).
When seeing Giardina's messy writing process,
her students became more engaged and asked
follow-up questions about the process, showing
that seeming like a polished expert can oftentimes
hinder teaching effectiveness. She found that she
should frame herself as a participant in their
learning process (187). She suggests that GSIs
should frame exploratory vulnerabilities as part of
the learning process to show students what it
means to be a lifelong learner (188). Radical
vulnerability through sharing imperfections of
learning processes can build a community of care.
(189) Writing is a transferrable tool that helps us
understanding the learning process. Reflecting on
the writing process helps students decide if it still
works for them. (191) Vulnerable, exploratory
learning encourages community care. (192) Many
students appreciated The Fifth Season because This article emphasizes that writing is
vulnerability in the classroom allowed for the always a living process that requires
opportunity to learn beyond the classroom (193). participants and active relationships,
Freewriting in a shared space helped students find much like what Henriksen argues
community and practice self care. Modelign (Henriksen 569). Vulnerability helps build
vulnerability in the classroom helps students those relationships, like Davis's argument
support each other and also learn better (194). that teaching is an authentic daily process
Vulnerability is an opportunity to reconsider writing, which helps form learner-educator
learning and the connection in our lives (195). relationships (Davis 83).
relationships, self-authorship, leadership, ethics,
character building, multicultural education,
teamwork, citizenship and environmental ethics.
(107) Khan's course design showed that law is not
confined to texts. By interacting with so many
people, they learned values about their obligations
to uphold justice in the legal profession. (108)
Based on students' reflection essays and other
professors asking how to implement the program,
the class was relatively successful (109). Robust
student-faculty contact is the most important factor
for student motivation and involvement. Instructors
should be open about their own intellectual
struggles to value their students equally. (110)
Professors having familiarity with enough students
leads to a convivial classroom environment. Khan's
individual meetings with students leads to a shared
vulnerability where they can learn more about each
other. Informal conversations can also embolden
students to participate in class (111). Khan sharing
her own background leads to students becoming
more receptive to discussing their academic and
personal challenges (112). Getting to grade more
unconventional student-selected papers was
gratifying for Khan as well as enjoyable to the
students due to the overall creativity and caliber.
Many of her highest teaching evaluations came
from that course because both she and the
students were vulnerable (114). Active learning This chapter emphasizes the importance
assignments can make human elements of a of being honest with personal struggles,
course clearer and facilitate student especially academic struggles, even from
comprehension and retention of course material. an educator in a position of "authority" to
(115). The poem exercise was enjoyable because dismantle the power imbalance and
it was playful. It became less self-conscious encourage students to be more
because of this and allowed Khan to assess vulnerable as well. This is similar to
students' close reading skills in a low-stakes Davis's points on authentic authority
setting then adjust her lesson plans to this (116). (Davis 82).
Having mentors led to Mancilla's research
success. Through her relationships with them, she
realized that advisors can also serve as life
teachers (166). Mentor-mentee relationships have
plenty of learning opportunities (167). Learning
moments were both intellectual stimulating and This essay is about the impact that the
emotionally powerful for Mancilla and this helped personal has on the academic and it
her find her research (168). Critical self-reflection encourages inviting vulnerability into
can lead to change (169). Finding the balance research to improve it, much like Khan's
between subjective and objective leads to stronger arguments that relationships matter in the
research (171). As her professor integrated classroom (Khan 112). This is from the
Mancilla's lived curriculum into her course, mentee's perspective as opposed to the
Mancilla's worldview changed. She felt validated mentor's, but it comes to the same
because her personal experience was included in conclusion as other sources who were the
academic spaces (172). Mentorship also led to her mentors in their dynamics. It's similar to
development as a scholar and research design Gravett's study on student perspectives
(173). towards staff and tutors (Gravett 370).
Standridge concluded that the writing center
should be a method rather than a location (2). After
reading through the three texts, she determined
that A Tutor's Guide is the best resource for a new
tutor, The Longman Guide is a comprehensive
guide for peopel with a more hands-on supervisor
and The Oxford Guide is a balance between the
needs of a tutor and empirical study (4). She also
concluded that The Longman Guide has the most
full enactment of the brave pedagogy (10). After Tutors and students must both do critical
doing this literature review, she argues that writing self-reflection to effectively connect with
centers should try to be a safe place for all each other and learn from each other.
students through using brave texts and tutors and This is similar to Christodoulidi's emphasis
remembering the humanity of everyone involved in on the self-reflection and co-learning
the process (13). (Christodoulidi1).
Gravett and Winstone found that relationships
should involve engaging with each other
meaningfully (363). A lot of participants focused on
friendship in their stories and expressed a desire
for more meaningful friendships (365). A common
theme was longing for friendships tht validated
their individuality. They also found positive staff-
student relationships extremely fulfilling, but
acknowledged that some professors were not
approachable because they were lecturers. Some
students considered tutors approachable like
friends. (366) The presence of staff and tutors was
significant for these students, though sometimes
relationships were strained due to workload
pressures. A lot of participants reflected on feeling
anonymous. They described moments of
disconnect, miscommunication and relationship
breakdown (367). Lack of sympathy and
recognition of individuality leads to a lack of
authenticity. The researchers found the
participants longed for personalized, nuanced
interactions with tutors. They also discovered that
relationships can make a major difference in Relationships have a huge impact on
students' comfort and connection (368). But, they students' experiences and engagement in
were clear that relationships can be highly higher education, so the tutor-student
variable. According to participants, it's relationship must be individual and
disappointing when they are instructional and meaningful. This requires being personal
formulaic intstead of individualized. Being and vulnerable and authentic. This is
accepted as an individual was very important to similar to Giardina's experience as a new
students and could help them feel like interactions TA engaging students (Giardina 188) and
were helpful. (369) Tutors should recognized the Standridge's perspective on the writing
multiplicity of experiences and adapt to specific center as a method rather than location to
contexts instead of sticking to a script they're create meaningful relationships
familiar with (370). (Standridge 2).
Using Critical orientation should make a classroom Critical orientation theory shows the
more engaging and joyful. (302) Reimagining importance of acknowledging all of a
pedagogy to shift to a more Critical orientation can person's individuality not just specific
initiate change (305). Allowing students to aspects. It also makes learning personal
contribute to the conversation makes them more and vulnerable. It emphasizes the
invested in the project and therefore their own dynamic aspects of education and how
learning. Active inquiry and investigation leads to both students and educators are always
better understanding (306). Using Critical learning together. This theory is similar to
orientation also disrupts linguistic binaries. (307) Gravett's findings that recognition of
Through being collaborators in creating curriculum, individuality is essential for strong
students are empowered to take action and relationships (Gravett 368), Standridge's
critique dominant culture. (308) Through conclusion that writing centers should
recognizing that everyone has multiple identities, remember humanity of everyone involved
Critical educators can disrupt traditional classroom in processes (Standridge 13) and
power structures. New technology provides new Bretnell's argument about integrating
opportunities to enact Critical orientation in writing vulnerability and all parts of the self into
(309). writing center work (Bretnell 4).
Limitations Key Words

Every participant in the workshop feminist theory, monster theory,

already knew each other, including organizational studies,
facilitators. (566) vulnerability, writing
 professionalism, vulnerability,
The professional environment of writing center, hierachy, care-
the writing center, internal shame in based practice, silent
vulnerability, reluctance to address vulnerability, visible
trauma in the writing center (9) vulnerability
Teaching isn't a discrete skill that is
easily defined (69). "Peer tutor" can
be an oxymoron because peer and
tutor have different institutional and
societal connotation. (76) Requiring
tutoring in the writing center before
being able to teach makes the
writing center seem like an easier
version of TA'ing with "training
wheels". It seems then like a place
grad students go until they are
deemed fit for the classroom and
communicates there's no TA, authentic authority,
experience necessary for the authority, authenticity, writing
writing center (80). center, pedagogy
People working at the university
may be reluctant to try out less
traditional models of thinking
around professional identities,
especially if they threaten the
status quo or are perceived to.
They may be cautious about giving
up their authority. There's also a
level of discomfort in facilitating
these types of personal
conversations (3). In the mental
health field, there have been many
examples of unfavorable
experiences reported by
marginalized clients, like racism
and other "isms". Addressing these
topics is often avoided in core
training curricula. Pedagogy of
vulnerability can also be viewed as
unprofessional. (6) Impressions of
vulnerability can often lead to a
misinterpretation of the pedagogy
of vulnerability (8). Educators
incorporating a pedagogy of
vulnerability can be delegitimized
by those above them in the
hierarchy. People in these
institutions may also hold Diversity, discussion,
performative attitudes towards intersectionality, authenticity,
equity so despite an individual self-reflexivity, higher
showing accountability for actions, education, co-learner,
people may not examine the pedagogy of vulnerability,
contexts in which these actions inclusive intelligence,
took place (9). vulnerable educator
Marginalized educators often have
to deal with different types of
biases that undermine their
authority, so GSIs shouldn't have to
belittle their own experiences in the
classroom to get closer to students
(188). Classifying writing as
discovery can lead to discomfort, Radical vulnerability, engaged
humility and partial knowledges that pedagogy, GSI, mistakes,
the writer must sit in (189). solidarity, writing process
Overtly endorsing any type of policy
may cause a professor to be
criticized for promoting a political
agenda (105). Faculty and students
may become more vulnerable than
they are comfortable with to meet
the goals of Fink's course design.
(107) Law programs typically
include mroe strong-willed people
than in the general public, so
pedagogies with individual
vulnerabilities that highlight
interconnectivity was difficult. (109)
Due to marginalization and Vulnerability, precariousness,
harassment, people may find human interconnectedness,
challenges in being vulnerable in course design, humanization,
academic environments (117). feedback, inclusivity
 Advisor, pedagogy of
vulnerability, research process,
Moments of personal discomfort mentorship, critical self
and overwhelming emotion can reflection, scholarship of the
sometimes make it hard to be self, lived curriculum, deep
academic and objective. (171) learning
The concept of safe space and
being outwardly accepting of a
certain identity group may
discourage others from seeking
writing center services if they don't
accept those identities themselves
(2). Safe places can may intend to
increase empathy for everyone, but
really they can comfort those with
existing privileges. Writing center
guides may blame students for their
actions while excusing tutors from
their own critical self-reflection,
even Longman's Guide. (7, 12)
Guides also may focus on a
student's background, but not on a
tutor's (8). Safety isn't necessarily a
good metaphor for controversial Social justice, safe space,
issues because it means comfort brave pedagogy, critical self-
instead of vulnerability (9). reflection
Considering students as one and
the same can be counter-
productive because that idea of
community doesn't make space for
students' lived experiences. (369)
There is no one size fits all
approach for creating relationships,
so it's difficult to have concrete
action plans as results in studies
like this. This study also did not
analyze sociomaterial factors like
spaces and technologies, or
systemic structures. Staff may Authenticity, relational
struggle in building meaningful pedagogy, alienation,
connections if formats and meaningful relationships,
frequency of their interactions vary mattering, indvidiuality,
(370). multiplicity, tutor, friendship
White middle-class norms are
embedded in schools and so
centering Critical orientation can be
challenging for educators (300).
While the researchers attempt to
summarize various theoretical
orientations, they acknowledge that
each is rooted in long histories of
scholarship and theories are
dynamic and coexistent. (301) It
can be difficult to accurately and
fully explain complexities of genres
because it is a complicated topic
(306). A lot of teachers are under
intense pressure with limited time,
so enacting such a large and
intense theory is often difficult. The
authors acknowledge narrow
assessments, decontextualized Critical writing pedagogy,
standards, mandated curricula and humanizing writing,
commerical interest over intersectionality, product
educational interest. They also approach, process approach,
recognize the culture that theoretical orientation, genre,
educators operate within which is grammar, linguistics,
full of power imbalances. (309) technology, agency, justice
Relation to Project

Vulnerability is what makes change possible.

(567) This study articulates an exercise for
writing centers to incorporate to help students
acknolwedge positionality and process.
Writing can't happen in isolation- there are
always relevant factors- so this helps in a way
to acknowledge them. Even the struggle to
write can be connected to the lack of
vulnerability in a text.
Vulnerability is necessary for writing coaches
to be able to do their job well without feeling
internal shame. It also allows them to connect
on a deeper level with their colleagues and
their students.
Writing center pedagogy is already vulnerable
in ways that can help inform authenticity in
other areas because of the unique student-
coach relationship.
Vulnerability in the educator position (such as
being a writing center coach) helps learners
embrace their process more and do more
self-reflection to learn more effectively.
Vulnerability and authenticity on the part of
the educator inspire students to explore their
own processes as processes more which
makes their writing more effective.
This concept of experimental learning to
encourage vulnerability is a wonderful tool for
writing center coaches because it opens a
world of new exercises to encourage students
to explore their own ideas, creativity and
vulnerability. Khan's specific pedagogical
advice also could help writing center coaches
learn more about how to interact with
students in a way that helps them open up.
Supporting a learner's critical self-reflection
as a mentor/advisor figure can lead them to
find their interests and embrace their journey,
leading them to success. This is important for
a writing center coach learning how to
encourage vulnerability in students as well as
themselves. Also, this gives good advice on
how to be a consistent mentor for a student,
not just how to facilitate one time meetings.
Knowing which resources are important to
writing coaches and facilitate this "brave
pedagogy" of vulnerability is important to my
research because it shows how different
writing center tutors have been enacting this
principles or not into their own work. An
analysis of how effective this is and an
encouragement from Standridge to do more
to employ this pedagogy helps me to
understand brave pedagogy as a concept and
what its implementation looks like and what it
doesn't.
This paper uses data analysis to show
evidence of what other papers have been
arguing theoretically about relationships and
vulnerability. Having concrete data helps my
own work because I can point to it as support
for other research. It also shows a student
perspective about relationships while other
sources show a tutor or professor's
perspective. The other student perspective
was from a doctoral student and this is
uniquely undergraduates.
This article ties into the rest of my project
because it introduces Critical writing
orientation in a more detailed way. It expands
upon concepts other sources alluded to and
provides a framework to actually incorporate
them which can be applied to writing centers
as well. It also focuses on the personal
connection between teacher and student as
well as acknowleging students as full beings.