What does it mean for BIPOC, especially in the academy where teaching holds profound cultural and economic value, when past racism is repackaged as future pedagogical opportunity? How does white time weaponize pedagogy to “dictate the pace” (Cooper) of racial progress? The above examples demonstrate how the white, neoliberal academy’s deep investment in teaching/learning can naturalize ongoing modes of embodied and epistemic racial violence. Indeed, the continued retroactive acknowledgment of racial violence in the institution and its renarration as teaching/learning opportunity often do not signify “progress” as much as they render the real violences faced by BIPOC in the academy and otherwise as abstract “objects” for future white dissection. Furthermore, these rhetorics also obscure the ongoing pedagogies of BIPOC in the academy—both in the classroom and “backchannels”—that have long refused the projects of white time and space.

“This article is a call to interrogate the seemingly mundane terms we use when we talk about online life. The fact that we create hierarchies that oppose the digital to the physical or dematerialize the digital through language is a subtle yet important framing we can push back on in our research and teaching.”

“Programmatic positions statements are a tool for generating and shaping the discourse of a program or, at the very least, making clear what a program’s expectations of writing teachers are so that they have more information about how their responses to student writing might be viewed by those outside the student-teacher interaction.”

“The editors and authors of the chapters included in Multimodal Composing in Classrooms: Learning and Teaching for the Digital World show how multimodal composing has become an indispensible new literacy.”

“What I have offered is less an employable set of texts, lessons, or advice, and more the performance of a teacher coming to terms with race in pedagogy both during and after the course. What I have done is (re)turn to rhetoric.”

“we can prepare students for the complexities that arise in working with real-world clients by teaching them flexibility in approaching this type of work”

“In the pregnant composition teacher we see a dangerously stacked set of circumstances… Enclosed in a body that far exceeds her control, she is a microcosm for the larger system in which she must teach.”

“Before we even got to the attendance policy, students were wrestling with an entire semester’s worth of work: they wanted to know how they could make a difference, how to get their voices heard.”