Abstract
Brother, I’m Dying (BID) forces the reader to address problems regarding human rights, immigration, assimilation, and global perspectives of the Other. Moreover, direct instruction in Writing across the Curriculum (WAC), which allows students not only to make the obvious cultural connections, but also to relate the text to the disciplines or meta majors, making students’ reading experiences both relevant and real. However, those connections are just not enough. In addition to exploring the concepts of WAC, I will also discuss the organic progression that my classes have taken in the engagement of Public Sphere Pedagogy (PSP). PSP allows them to discuss key topics and involves them civically. This paper will highlight the WAC activities and PSP practices implemented in my college-level English courses while teaching BID. The overarching research question is how can educators innovatively teach reading, writing, and research considering fake news, alternative truth, misinformation, dehumanization, and fear in the 21st century? I suggest that the answer lies between exploring WAC and PSP, which demands both a political and a social awakening. Thus, when cultures and literatures on the periphery come to the center, learning can become more real and relevant.
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