Abstract
Access to higher education is still restricted and segregated in many ways, meaning a significant portion of first-year writing classrooms are dominated by students who benefit greatly from privilege—including those in rural, primarily white institutions that are often overlooked in anti-oppression education efforts. The goal of this study is to provide a theory-based, defensible case for a unique and practical social justice approach to these rural, privileged composition classrooms that can be further developed and revised through implementation and experience. This proposed model combines current pedagogy for the privileged theory with an autoethnographic approach to Writing About Writing, drawing on texts based in autoethnographic testimony and critical discourse theory to develop a framework that can be used to design a course syllabus within current curricular standards.