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In order to sustain a thriving democracy, civic action must be infused into the day-to-day practice and methods of teachers and professors (Giroux, 2011). Unfortunately, many public education institutions are sorely lacking when it comes to fostering civic action in their curriculum and practice (Giroux, 2011; Reason, 2013). If higher education institutions in particular are to strengthen democracy they must promote civic awareness in their students (Giroux, 2011; Reason, 2013). One method to achieve democratic pedagogy may be through student scholarly writing.