This chapter focuses on Gonzales’ use of restorative writing pedagogy in an Advanced Composition course. Through the use of inclusive practices, restorative pedagogy (Fine 2018), and critical pedagogy (Friere 1970), Gonzales sought to create a space to repair the harm caused by punitive models of writing instruction that had traumatized students, especially students of color, into believing that they were bad writers. She promoted approaches to writing that helped students to 1) locate and interrogate the root causes of the harm they experienced; 2) reflect on how past experiences informed their relationship with writing, teachers, and their approach to education in general; and 3) emerge as critical agents who feel empowered to write in, and value, their own voices. Students’ curiosity to learn and desire to write were often restored.

This chapter includes direct quotes from the author’s students, shared with their generous permission. The discussion of restorative writing pedagogy is relevant to all instructors who assign writing, not just to those who teach in English departments. In all disciplines, students learn lessons from how their instructors talk about and grade writing. Instructors in all disciplines can adjust the way they talk about writing to focus on content and process rather than on formulaic requirements. 

Chapter DOI: https://doi.org/10.36284/celelon.oa9.4