Listening to Diverse Voices: A Liberatory Writing Pedagogy for Empowerment and Emancipation (2023)

In future studies, interviews or focus groups will be included to learn more about the implementation and the impact of the writing pedagogy with the involvement of a larger sample of participants. Furthermore, to present a more comprehensive picture of racially minoritized learners with extremely low English language proficiency, more data is needed to compare learners’ retention, progress, and perceptions before and after the program.


Learners’ strengths need to be affirmed and appreciated. They bring various capital to the academic community with their access to knowledge through their languages, lived experiences in their cultures, as well as their previous academic success in their former education systems. Racially minoritized learners need a low-stake, risk-free, safe, equitable, and supportive space to express their ideas. Their empowerment and emancipation with the application of this liberatory anti-racist writing pedagogy have shown the necessity of creating such a space to ensure equity, justice, diversity, inclusion, and voice.

As the successful implementation of the anti-racist, anti-oppressive pedagogy largely rests on the shoulders of the instructors, teachers’ international and pluralistic lenses, passion, compassion, commitment, and dedication are indispensable to the teaching process. Teachers should make critical reflections on their own positions and teaching practices and become culturally responsive and interculturally competent by instilling the principles of inclusivity, diversity, and equity to combat hegemony (Huo, 2020) and teach for justice.

Author Biographies

Elaine Khoo, Ph.D., is an Associate Professor (Teaching Stream) at the University of Toronto Scarborough (UTSC). As the coordinator of the English Language Development (ELD) Support program, she has incorporated her research interests that include positive pedagogy in higher education, internationalization, technology-supported language learning, inclusive practices in academic integrity, language learning motivation, second language writing, and vocabulary studies into ELD programs to empower students to gain accelerated progress in academic reading, writing, and oral communication.

Xiangying Huo, Ph.D., is an assistant professor and writing specialist at the University of Toronto. She has taught writing across the curriculum at the University of Toronto, York University, and OCAD Art and Design University. Her research interests include writing studies, anti-racist education, applied linguistics, ESL/EFL policy and pedagogy, internationalization in higher education, language ideology, and World Englishes. She is the author ofHigher Education Internationalization and English Language Instruction: Intersectionality of Race and Language in Canadian Universities(2020, Springer).


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