This article extends the engagement with decolonial theories within Latinx writing studies, particularly by engaging the ways literacy has been taken up within Basic Writing scholarship. In what follows, I argue that coloniality and decoloniality are crucial resources for Basic Writing and literacy scholarship under the larger umbrella of literacy/composition/rhetoric studies, and that in a symmetrical fashion a consideration of Basic Writing and the “politics of remediation” cannot be neglected or ignored within LCR studies’ decolonial turn if the decolonial imperative is to be achieved. To this effect, I advance three core claims. First, that the decolonial turn in LCR studies offers a potent set of resources for resolving core contradictions in Basic Writing scholarship. Second, that the decolonial turn offers Basic Writing scholars an opportunity to connect advocacy for students and student centered resources to larger public conversations about pedagogy and literacy. Finally, I argue that a decolonial turn in LCR studies offers Basic Writing scholarship a way to reconceive of its own historiography so as to overcome its current deadlocks.

This paper examines three students’ multimodal composition experiences in Basic Writing where conceptions of literacy interacted with moments related to transfer across media. Extending Brian V. Street’s work on literacy and Rebecca S. Nowacek’s transfer theory to multimodal composition through video, we use analysis of ethnographic data to conclude that for some students, video facilitated both a robust conception of literacy as ideological and transfer across media. For others, external forces inhibited opportunities for transfer and reinforced a conception of literacy as autonomous. We close reflecting on how we might more usefully scaffold student learning for transfer and more complex conceptions of literacy.

In rhetoric and composition, much of the research on Black college students of the 1960’s and 1970’s has uncomplicatedly tied these students to basic writing historiography and left under-challenged the representational politics that positioned them as the products of open admissions and marked them as politically militant but underprepared and/or remedial in their literacy practices. Extending our purview beyond open admissions and basic writing, this article applies pressure to these disciplinary trends by turning to the extracurriculum and recovering the political literacies of the student-activists of the Black Liberation Front International (BLFI), a Black student organization at Michigan State University from 1968 to 1975. For Black students such as the BLFI activists, there were nonacademic political spaces that provided them with opportunities to learn and practice literacy for political aims. This article focuses on one of these sites of literacy education—a place the BLFI activists called The People’s House. Drawing upon archival research and oral history, the author recounts how the BLFI activists’ relationship with the Trinidadian intellectual C.L.R. James created the contexts for them to organize reading groups at The People’s House, where they developed a form of critical reading praxis that enhanced their abilities to engage reading as a political, rhetorical, and epistemic act. The collaborative writing the BLFI activists composed at The People’s House is also constructed as a site for translingual production, where they practiced how to use the linguistic and discursive resources they had available to them to attend to the rhetorical and material aspects of writing.