Planting Seeds for Curricular Change: Bridging Culturally Sustaining Pedagogies and Intertextuality for IRW

ABSTRACTThe time investment that literacy curriculum design requires, if it is to be truly meaningful to students, is considerable. Crafting an organizing curricular model, identifying appropriate and relevant texts, and purposefully scaffolding instruction can take more time than teaching the class itself. And, given the current legislative policy reform movements within higher education and more directly within developmental education (where most postsecondary literacy instruction is housed), this work becomes even more intense. With these realizations in mind, we set out to begin work on curriculum design for IRW (and other literacy contexts) that takes its energy from a Culturally Sustaining Pedagogies approach and an intertextuality-based approach. This manuscript provides the seeds of that model.KEYWORDS: College literacyCulturally Sustaining Pedagogiescurriculum designintertextualityIRW Disclosure StatementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsYvette M. RegaladoYvette M. Regalado’s research and professional foci include cultural and community practices in literacy curriculum and instruction for Integrated Reading and Writing (IRW). Her research employs a theoretical framework of culturally sustaining pedagogy, community cultural wealth, counterstorytelling and Indigenous Pedagogy. She is working toward completing her doctoral degree at Texas State University. As a practitioner-scholar-activist, Yvette is passionate about diversifying the curriculum and creating diverse, equitable, inclusive, and accessible (DEIA) spaces in the postsecondary field.Sonya L. ArmstrongSonya L. Armstrong is Associate Dean for Student Success in the College of Education and Professor in the Graduate Program in Developmental Education within the Department of Curriculum and Instruction at Texas State University. Dr. Armstrong is a practitioner-researcher, and her scholarly endeavors are guided by twenty-four years of designing and teaching developmental reading, composition, and learning strategies courses in community colleges and universities.