Becoming Ideological in the Community College Writing Class

This essay contends that an ideological approach to language pedagogy is both more effective and more inclusive for community college language instruction and its diverse demographic. In the spirit of Brian’s Street’s argument that instruction is based either on an ideological model, transcending the academic space) or autonomous model (Limited to an Academic Model of literacy), I taught an ideological class, encouraging discourses that are typically not part of an academic setting. My findings are that it is more democratic and based in the real world of multiliteracies.