Composition instructors have investigated how students transfer writing knowledge into contexts beyond composition classrooms in higher education (e.g. Reiff, & Bawarshi, 2011; Wardle, 2012; Yancey, Robertson, & Taczak, 2014). These scholars have used studies of transfer in education (e.g. Beach, 1999; Donovan, Bransford, and Pellegrino, 2000) in order to see how composition instructors might teach for the transfer of learning.
In this thesis I show how critical pedagogues (Freire, 1978, 1997; Shor, 1987a, 1996; Keating, 2007, 2013) have also been thinking about how to foster students’ use of knowledge in new contexts.
In this project I develop a framework from the work on transfer from Donovan, Bransford, and Pellegrino (2000). Then, I use this framework to analyze the pedagogies of Freire (1978, 1997), Shor (1987a, 1996), and Keating (2007, 2013), in an attempt to put these pedagogical ideas in conversation with each other, hoping to inspire more interdisciplinary research.