Guydish Buchholz, Erin2022-06-302022-06-302020Guydish Buchholz, E. (2020). Pedagogy, ideology, & composition: Is there a better way to teach? Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 7(1). http://journaldialogue.org/issues/v7-issue-1/pedagogy-ideology-composition-is-there-a-better-way-to-teach/2378-2331http://journaldialogue.org/issues/v7-issue-1/pedagogy-ideology-composition-is-there-a-better-way-to-teach/http://nur.nu.edu.kz/handle/123456789/6347While academia tends to focus on differentiating various groups of students, prioritizing similar learning practices can have surprising and potentially transforming outcomes. In classrooms that are often filled with students who do not quite comprehend the significance of critical thinking processes or practices, the role they will play as global citizens, or why studying abstract topics is necessary, interchanging effective pedagogy from one classroom or student type to another may result in more engaged and productive learning. Additionally, students may mature and create their personas more clearly when classes interject ‘basic’ classroom practices such as modeling respect while discussing politics or more ‘advanced’ techniques like scaffold writing and hands-on activities. If instructors are more reflective as they interact with students as adult learners, their lessons may provide chances to explore identities, ideologies, and a deeper comprehension of the impacts of their actions within and on society. This article will discuss a combination of personal experience and research-based pedagogy with the aim of illustrating useful ways to stimulate students’ critical thinking abilities. While many educators and recent assessments have focused on significant learning experiences and valuable course outcomes, this research focuses on creating practices to serve students better within writing courses, general education, and in their future careers. Interchanging conversational practices, writing activities, and research processes across classrooms with specific student demographics (such as developmental learners, international students, non-traditional students, and traditional college learners) may be key in helping students understand how their academic education could serve them more usefully in their post-graduation communities. Keywords: pedagogy, reflective practices, diverse learners, student-centered learning, general educationenAttribution-NonCommercial-ShareAlike 3.0 United StatesType of access: Open AccessArticle