Chapter 3: Recasting Writing Pedagogy as an Inclusive Practice in Teacher Education: Putting Universal Design to Work With 21st Century Composition

As teacher educators working in literacy, the authors aim to create environments in which future teachers can learn literacy content, develop pedagogical practices, and conceive teaching and learning of written communication as equitable processes. Since school is often an exclusionary site based on, among other factors, ability, this goal is difficult to achieve. Using concepts of cognitive pluralism and educational Universal Design principles to theorize writing pedagogy as a more just project, the authors describe preservice teachers creating multimodal texts with print, image, and sound as means toward developing equitable writing practices in education.