ABSTRACT
In this chapter, the authors offer some specific methodologies to incorporate into classroom practice, which exemplify transing pedagogy in the ways in which they invite and encourage instructors and students to occupy a middle and liminal space and the teaching of writing in particular. They explore the possibilities that transing pedagogy offers. The authors consider what a pedagogy that embraces trans-1 might look like in the US college classroom, going beyond the specific instantiations of transing—translinguality and transnationality. Transing pedagogy is a methodology or approach, not necessarily a content-level preoccupation with language and mobility, though these can be understood as important areas of exploration for a transing classroom. Readers might indeed ask how transing pedagogy is distinct from enacting a general process pedagogy as in those advocated in the teaching of composition almost since the inception of the field.
