Taryn Fritz

Fritz’s research and teaching are deeply connected through a shared interest in how language, curriculum and educational structures shape identity, belonging and access to learning. Her scholarly work examines how curriculum and educational discourse influence students’ experiences in both K–12 and post-secondary contexts, with particular attention to questions of power, culture and social responsibility. This research informs her teaching by encouraging students to think critically about how knowledge is produced and whose voices are centered or marginalized in texts and institutions. In the classroom, Fritz brings these interests to life by helping students see reading and writing as social practices rather than fixed skills. She is especially interested in how students develop confidence and voice through writing and in how literature can serve as a space for exploring complex social questions in thoughtful and respectful ways. Her courses invite students to connect texts to broader cultural conversations while developing strong analytical and communication skills. Fritz is also interested in pedagogical research related to accessibility, inclusive assessment and student transitions into university learning. She approaches teaching as an ongoing process of reflection and growth, informed by both research and student experience, and she values scholarship that bridges theory and practice in meaningful ways. | Academic writing, critical race theory, gender and feminist theory, first-year student transitions, literature and society, curriculum and education, critical literacy, equity and inclusion, decolonial perspectives, language and power, reflective learning, accessible pedagogy

Taryn Fritz is Sessional Instructor at MacEwan University. Their stated interests include Fritz’s research and teaching are deeply connected through a shared interest in how language, curriculum and educational structures shape identity, belonging and access to learning. Her scholarly work examines how curriculum and educational discourse influence students’ experiences in both K–12 and post-secondary contexts, with particular attention to questions of power, culture and social responsibility. This research informs her teaching by encouraging students to think critically about how knowledge is produced and whose voices are centered or marginalized in texts and institutions. In the classroom, Fritz brings these interests to life by helping students see reading and writing as socia. This summary considered all 2 collected sources.