The Marginal Syllabus sparks and sustains conversation about educational equity through collaborative technologies and partnerships.

The Marginal Syllabus has partnered with—and is publicly associated with the programming of—the National Writing Project, the National Council of Teachers of English, and the social annotation organization Hypothesis.

The Marginal Syllabus:

  1. Partners with scholars whose writing about educational equity is contrary, or marginal, to dominant education norms;
  2. Facilitates public conversation among educators in marginal discursive spaces via social annotation; and
  3. Demonstrates how educators’ openly-networked and interest-driven learning advances a marginal counternarrative to conventional professional development.

Created in 2016 by Remi Kalir (CU Denver) and Joe Dillon (Denver Writing Project), the Marginal Syllabus leadership team also includes Christina Cantrill (National Writing Project), Cherise McBride (UC Berkeley), and Michelle King (Western Pennsylvania Writing Project). The Marginal Syllabus was awarded the 2020 ELATE National Technology Leadership Initiative Award and the 2019 John Lovas Award from Kairos: A Journal of Rhetoric, Technology, and Pedagogy.

Over 500 educators have participated in Marginal Syllabus programming since 2016, and both K12 classroom educators and university-based teacher educators in California, Colorado, Illinois, Michigan, and Pennsylvania have adapted Marginal Syllabus resources in their hybrid and online courses.

Engage project syllabi, watch partner author webinars, and read related research about educators’ justice-oriented learning via social annotation.