I aim to make the writing classroom, what bell hooks has called, “the most radical space of possibility in the academy.”[1] This can be accomplished, I believe, by framing learning as a coalitional opportunity built on meaningful inclusion, accessibility, and trust. As a scholar-teacher specializing in rhetoric, writing, and critical digital pedagogy, I work with students as they strengthen their multimodal communication and develop rhetorical understandings of culture and technology while practicing new skills and expanding the complex literacies they bring with them to my class.
Beyond action-oriented pedagogies that encourage critical thinking through play, I invite student contributions that honor their expertise, multimodal homeplaces,[2] and goals for learning, especially when crafting classroom assessment ecologies. Like Asao B. Inoue, I see classroom assessment as the moment when we, as teachers, are called to put theory into practice and recognize the affective impacts of our teaching.[3] I believe grounding classroom assessment in antioppressive frameworks encourages students to actively delink their knowledges from neoliberal logics of success and failure and invest in relational knowledge building practices. Building assessment collaboratively, therefore, is central to my classroom because learning coalitions depend not only on students being accountable for their own and each other’s educational experiences but also on me following through on my promise to value their expertise and goals. We begin this work early and revisit it often. For example, in my courses, students compose Assessment Dialogues to set, revise, remix, and evaluate personalized learning goals through discussions with peers and meetings with me.[4] We analyze course objectives, synthesize individual goals, and draft collective aims that shape the course’s trajectory. Through this work, I aim to decenter grading and divorce learning (as much as possible) from normative logics and punitive evaluation. By collaborating directly with students instead of making assumptions about their needs, I demonstrate an ethic of trust that makes the learning experience valuable for everyone involved.
Collaborating with students extends into my approach to mentoring. When, for example, in my role as writing program administrator, I train graduate students in writing pedagogy, I ask them to consider a range of perspectives both in the literature and in their own educational experiences. Training new teachers, for me, means demystifying the power dynamics of the local classroom and emphasizing the importance of the teaching they are doing with students. For example, students in my teaching practicum select a project from one of our first-year writing courses to not only complete but also analyze for connections to our shared programmatic philosophy and their own teaching approaches. Importantly, I do not mandate that they recreate my pedagogy. As an administrator who teaches, I am extremely protective of academic freedom, which is frequently under attack from within and beyond the university. Like undergraduates, graduate students, especially those who teach, need the space to play and productively fail within the safety of coalition.
The philosophy outlined is a work-in-progress. Perhaps the most challenging part of developing and delivering a co-constructed curriculum and coalitional praxis is being attentive to the shifting needs of the students. Furthermore, while I walk into class trusting students to rise to the occasion, I must gain their trust too, which I do by engaging them in serious conversations about their learning, making my course accessible to different bodyminds, and collecting formal and informal feedback frequently. My teaching and mentoring only orient toward coalitional learning, rhetorical literacies, and worldmaking technologies because I insist on working with students in a radical classroom of emergent possibilities.
[1] bell hooks, Teaching to Transgress (Routledge, 1994), 12.
[2] Christina Cedillo, “Diversity Technology, and Composition: Honoring Students’ Multimodal Home Places.” Present Tense 6, no. 2 (2017).
[3] Asao B. Inoue, Antiracist Writing Ecologies: Teaching and Assessing Writing for a Socially Just Future (WAC Clearinghouse, 2015), 9.
[4] Gavin P. Johnson, “The Assessment Dialogue: An Invitation,” in Responding to Writing: A Practical Sourcebook for Instructors, eds. Betsy Gilliland, Dana Ferris, and Grant Eckstein (University of Michigan Press, 2025).
English 680: Composition Studies (TAMUC; graduate seminar)
Dr. Johnson's course was very well designed and organized. The readings through hypothes.is were great; the application made it very easy for me to make notes. Dr. Johnson mentioned that he was trying that out this semester, and I think it was a huge success. Overall, a great course!
The course covered a lot of ground in a systematic and coherent fashion. The assignments were challenging and have given us opportunities to practice synthesis writing of scholarship in the field. We were given the tools to form our own philosophy of teaching.
English 776: Methods and Methodologies in Writing Studies (TAMUC; graduate seminar)
Dr. Johnson has set up a truly enlightening and instructive asynchronous course. I have learned far more in this course than any other, and I am grateful that my experiences with this class will aid me in future professional and academic endeavors.
This was a great course that really prepared me for the methodological studies associated with dissertations. My only complaint was the reading load; it was extreme! Professor was great and helped his students through some difficult material.
English 333: Honors Advanced Writing -- The Politics of Writing & Linguistic Justice (TAMUC)
Dr. Johnson always welcomes discussion and constantly asks provocative questions. He has daily readings towards the beginning of the semester. You do not have to annotate you just must read and understand the material so you can contribute to the class. Sometimes we will split into small groups and discuss the readings or the topic. The class does keep a shared note document so if you miss a class (don’t), you can refer to the notes. He really cares about the students and tries his best to aid in your success. Definitely very sweet and genuine professor.
Dr. Johnson is a wonderful professor, he is great at everything he did. If this was high school, his room would be the one I would sit in for lunch (obviously with his consent) but his vibes are just immaculate.
English 111: English Composition I (CBU)
Dr. Gavin is a great teacher. He challenges me to think every time I write one of his papers or participate in his class. Moreover, he is an advocate of understanding and thoughtfulness as he cares for his students and their success inside and outside of class. For example, after hearing the depth of my input on a certain topic, he recommended a couple of career paths in writing that I could potentially pursue. After much consideration, I chose not to pursue those majors, but it was still refreshing to have a teacher that cared about my life past college.
Dr. Johnson is a great, understanding teacher. He provides great feedback to students and wants every student to succeed in writing.
Dr. Johnson was a fantastic teacher. He really challenged my writing.
English 112: English Composition II (CBU)
I learned a lot, especially the last half of the semester. We are writing a 10 page essay at the moment, and I am intellectually stimulated by my topic. Through many questions and convos with Dr. G, he’s been able to sharpen my writing skills, therefore allowing me to produce a good essay.
Dr. Johnson is a great professor. I had the chance to have him for English 1 and 2, and I feel like a much better writer AND person now.
English 301: Topics in Cultural Rhetorics -- Storying Post-Truth (CBU)
I really enjoyed this class! it made me think in a different way that is applicable to many different facets of my professional life. he also encouraged individuality and creative solutions to problems.
Dr. Johnson is a great addition to the English department at CBU. While asking full effort from us, he is aware his student's situations outside of class and is willing to work with them through it. Thank you for a great semester!
I truly appreciate Dr. Johnson. I understand his teaching styles well and I feel like I could ask Dr. Johnson anything about a topic we are discussing and he would help me to understand the topic. I appreciate how much he checks in on his students and how much he appreciates our feedback. I also enjoying his grading styles. As someone who get frequently anxious when it comes to grades, I feel as though I do not have to worry with Dr. Johnson because he grades fairly and offers insight instead of criticism. I truly respect him and his efforts this semester. I can't wait to take him again in the future.
English 303: Topics in Media and Rhetoric -- Mobile Technologies as Rhetorical Technologies (CBU)
Dr. Johnson has given some of the most feedback on assignments compared to other courses I have had. Dr. Johnson also does a great job accommodating students. He allowed us to turn our cameras off if we did not feel comfortable. This probably helped students feel more comfortable
I really enjoyed this class! It challenged my understanding of technology. It also challenged me to think about what goes through the user's mind when navigating through an app or software. I learned so much from this class, and I would definitely take a class from Dr. Johnson again.
English 304: Topics Communication and Rhetoric -- Remembering Memphis / Rhetoric and Public Memory (CBU)
I've struggled so much with my mental health this year and Dr. Johnson is one of the only professors that didn't make me feel guilty about it. He was understanding and encouraging. The material was thought-evoking and relevant. Learning about the digital archive through the Memphis Library was insightful and the knowledge of its use will benefit me in other research/writing/communication courses. 10/10 Professor
I have learned a lot about Memphis in Dr. Johnson’s class. I appreciate his feedback on assignments. I wish more professors gave the same amount of comments on assignments. The readings were sometimes long but challenged me to think critically and develop my vocabulary. Overall, I cannot think of much to change. I am glad that Dr. Johnson gave us the option to work individually or in groups for our last project.
English 371: Professional Communications (CBU)
Dr. Johnson is a great professor who provides students the environment to produce quality work!
This class was definitely the most well oiled online class I had. I could definitely tell that you took a lot of time to tailor the class to an online setting.