to find out how much they know and to gain confidence in the ability to express themselves effectively" (186). Hairston also believes that teachers can design writing assignments to encourage "cross-cultural awareness" (191). In addition, Beth Daniell's approach in "Narratives of Literacy: Connecting College Composition to Culture" describes how studies in "little narratives [that] almost all examine literacy in particular local settings" championed by scholars who "seldom make theoretical statements that claim to be valid for literate cultures in general or literate cultures in general," which would allow students to engage in cultural critique (403). Aaron Schutz and Anne Ruggles Gere's article for College English, "Service Learning and English Studies," described how Schutz's course, while it was mainly focused in service-learning and local activism, engaged students in collaborative research and writing surrounding campus-wide issues, such as an instance of racial discrimination that occurred in the local student union; this allowed students to engage in cultural awareness as well as a cultural critique (129-39). Furthermore, In Empowering Education, Ira Shor delineates a pedagogy in which the teacher facilitates discussion of generative themes produced by the students, using the example of his basic writing course with working-class students at "a low-budget college in New York City" several decades ago (10). The Freirean approach for teaching literacy and writing that Shor reviews in Empowering Education demonstrates how the generative words manifested themselves "[through] researching local issues and language in the students' communities. From the many linguistic and sociological items...the educators selected some key concerns—generative themes expressed through generative words" (55). In this framework, teachers and students research these items collaboratively, and once students have presented their research on problems in their community, they may begin to decide how they might analyze and upend power structures or rhetorical situations that contribute to and exacerbate such issues. For Shor's classroom, "[t]he generative themes [that have] emerg[ed]...from student culture have most often related to sex, abortion, drugs, family, education, careers, work, and the economic crisis" (56). Shor believes it is important to allow students to build a basis for problem-posing upon their prior knowledge and experiences to make it multicultural. Shor also reviews Paolo Freire's literacy project in Brazil as described in Freire's Pedagogy of the Oppressed, which enforces the idea that all people are creators of culture through visuals, oral discussion, and creation of word lists that are the basis for which the people begin