Expanded course description: Generations of writing teacher-scholars in classrooms and in communities have sought to enact the liberatory, democratizing priorities of practical, supportive, and engaging literacy education as a common good sponsored within and sustained in part by U.S. colleges and universities. With this as our opening premise, in ENGL5054 (Fall 2022), we will learn about and trace relationships among several watershed moments and significant progenitors for critical pedagogy. Generative questions for the course include the following: Over the past forty years, how has critical pedagogy (and its offshoots) intersected with the discipline of Rhetoric and Composition/Writing Studies? How fully have the goals and priorities of critical pedagogy (and its offshoots) been realized within university writing programs? What have been the most successful applications of critical pedagogy? What are some of its documented complications or setbacks? Readings will include selections from bell hooks, John Dewey, Paulo Freire, Carmen Kynard, Henry Giroux, Ira Shor, Pat Bizzell, Kristopher Lotier, Maha Bali, Elizabeth Ellsworth, Sherri Craig, Hephzibah Roskelly, Sophia Greco, and Russel Durst. Projects include a collaborative timeline, a composition theory genealogy trace, a series of short-form dialogic accounts, and a course reflection. Insofar as digital environments to bookmark for continuing returns, the course extends into the following locations: