Reclaiming Authority in the FYC Classroom as a Graduate Teaching Assistant: Using Feminist Pedagogies to Empower

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Contents

Introduction

Literature Review

Engaging Feminist Pedagogy to Rewrite Authority in the Classroom

The Role of Embodiment in Establishing Authority: Application and Practice

Conclusion

Works Cited

About the Author

About the Author

Emily King (she/her) is a PhD student in the English Department at the University of Massachusetts Amherst, specializing in Rhetoric and Composition. She has experience teaching first-year writing and as a tutor and administrator in writing centers. Her research interests include feminist pedagogy, writing center studies, and transnational feminist and decolonial rhetorics of US and global borderlands. Originally from southeast New Mexico, she earned an MA in English, Rhetoric and Composition from Ball State University.