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Those of us who work at universities are accustomed to the way diversity and inclusion initiatives become institutionalized. Internal grant applications ask how the proposed research is relevant to a university's mission in relation to diversity; required online surveys are distributed to assure that faculty and staff understand accessibility guidelines; task forces, committees, and planning groups articulate goals related to diversity and inclusion. The application of these rhetorical acts in daily academic life undulates, sometimes visible and meaningful, other times fading into the scenery, becoming background to seemingly more pressing matters. We address these questions as they relate to scholarly publishing in rhetoric and composition journals, questions that affect editors and authors as well as those who teach and study in the field. As editorial team members of Composition Studies, a biannual independent print journal, we detail strategies for creating a home for diversity in our field.

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The genre of the study-abroad blog prompts students who are studying abroad to identify with marginalized populations they encounter during the travel experience, a practice that is particularly exigent amid the increasing commercialization of the studyabroad industry. To understand the conventions and ethical implications of the genre, the author examines an advice column on blogging abroad and students' reflections on their own writing from a recent studyabroad course. The blog conventions show that students are encouraged to use the misfortune of others to affirm their own privilege, while the interviews suggest that students need more support in responding to the complex cultural conditions of study abroad. To challenge the conventions of the studyabroad blog and ultimately the ideologies that contribute to the genre, faculty members leading students abroad should undertake pedagogical practices that encourage “empathic unsettlement. Copyright © 2018 by the National Council of Teachers of English. All rights reserved.

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Preview this article: Comment & Response: A Response to Kim Hensley Owens’s “In Lak’ech, The Chicano Clap, and Fear: A Partial Rhetorical Autopsy of Tucson’s Now-Illegal Ethnic Studies Classes”, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ce/80/6/collegeenglish29741-1.gif

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This article studies the Afghan Women’s Writing Project and proposes three conceptual tools for examining the ways readers and editors of digital storytelling projects interact with writers and texts. The author advances discussions of personal narrative and the role this form of writing plays in transnational feminism and forms of humanitarian activism that increasingly take place online. Digital storytelling projects effectively circulate these personal accounts, but they benefit from scholarship that advises self-critical approaches to representing their subjects.