While multicultural pedagogies are not specifically tied to second-language writing pedagogies, compositionists have often considered how students' cultural knowledge and use of idioms, dialects, and/or languages other than American Edited English (AEA) can enhance their instruction in English composition. For example, Maxine Hairston's "Diversity, Ideology, and Teaching Writing" advocates for students' expressivist writing to be central in a composition course, and believes students "need to write to find out how much they know and to gain confidence in the ability to express themselves effectively" (186).[23] Hairston also believes that teachers can design writing assignments to encourage "cross-cultural awareness" (191).[23] 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).[24] 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 cultural critique (129-39).[25]