ABSTRACT This essay reflects on how the pandemic has intensified long-standing discussions regarding race, Blackness, white privilege and supremacy, settler colonialism, social justice, and more. I draw from forty years of ethnographic fieldwork or being part of the departmental leadership of Latin American and Latino Studies at my university. (Backdrop: growing up Puerto Rican in South Texas with Mexican and Mexican American families, I have dealt with these themes and tropes my entire life. I prefer class analysis over identity and culture, and, like a sophist or anarchist, I do not easily accept the thoughts of anyone.) This essay uses propositional logic to establish a poetics of radical compassion as prior to radical politics, followed by the “scenic” as evidence to “prove” that paradox is our living condition. In contrast, today’s totalization and capitalization of fear and the hypostatization of truth claims—insofar as they obscure the emptiness of truth—are the methods of war.

As infographics are implicated in racist policies like redlining, we need to decolonize the genre. But previous studies have found that infographics’ panopticism—their at-a-glance reduction of complex issues—makes them tend to support hegemonic power structures in spite of their designers’ intentions. A way out of this dilemma can be located in the first attempt to decolonize the infographic: W.E.B. Du Bois's series depicting Black life in the United States, created for the 1900 Paris Exposition. This topological analysis of Du Bois's decolonial project reveals both problematic and promising avenues for our own attempts to decolonize the infographic.

The process of responding to supervisory feedback requires student writers to position themselves toward both the provider and content of that feedback, indicating their stance in the interaction and their evolving disciplinary competence. How positionings are discursively shaped, developed, and enacted to influence thesis revisions, however, has been relatively unexplored. In this article, we trace how two master’s students construct their positions in supervisory interactions and in the subsequent revisions of their literature review drafts. Through discourse and intertextual analyses, we propose three dimensions of interpersonal positioning ( cooperative, self-assertive, explorative) that are co-constructed to reinforce local supervisory cooperation and modify conceptualizations of the research work. We highlight scaffolded, responsive, and reflexive types as concrete expressions of mediated positioning which help regulate the ways students orientate to their writing and their discipline.

"Racing the Street: Race, Rhetoric, and Technology in Metropolitan London, 1840–1900." Rhetoric Society Quarterly, 52(2), pp. 217–218

“Diversity is not an End Game: BIPOC Futures in the Academy” marks the final installment in a conversation across multiple journals that examines the injustices behind crisis-driven diversity initiatives within the academy and how these initiatives impact BIPOC across the fields of rhetoric, composition, and communication. Following the murders of George Floyd, Breonna Taylor, Amhad Aubrey,1 and too many others—as well as the incompetent and often hypocritical responses by institutions across the nation—we deemed it necessary to highlight the myriad ways that BIPOC are forced to experience duress, navigate threatening spaces, and leverage precious resources within the academy. These unjust conditions reflect the harms that we must already strive to survive in everyday life and disprove the myths of meritocracy and academic “safe spaces.”

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.

To clarify our opening, we don’t resent this essay. We resent that to make Indigenous space with a bunch of well-meaning and not-so-well-meaning folx is to brace ourselves for an act of settler colonial violence and white nonsense. Whether we are trying to do our own work and just need some damn permit approval, are staging institutional interventions, or invested in long-term collaboration, our everyday work feels like one meeting to get the task done and three meetings to educate settlers on Indigenous beliefs, practices, and communities. Or, we learn that people are trying to do this work on their own in the name of not putting more emotional labor on BIPOC and then they’ve gone and pissed off the elder they are working with or didn’t practice the right protocols for consultation and input and someone—whether it’s an Indigenous person or not, has reached out to us to come and fix it. Even aunties don’t got time for that shit. What follows are a series of statements, practices, and observations on how we want to move forward in regard to working or not working with settlers in our institutions and professions.

This text explores our work as Women of Color (WoC) nurturing spaces and practices in response to the mirages of support, the inadequacy of resources, and the tepid responses to systemic oppression within the diversity, equity, and inclusion efforts of our university, a Predominantly White Institution (PWI) in the Midwest. Via reflective vignettes, we discuss developing a community art collaboration as a counterspace, defined by various scholars as “social spaces … which offer support and enhance feelings of belonging” (Ong, Smith, and Ko 2018, 207) for minoritized students. Throughout this text, we discuss the potential of art-based projects shaped by an anti-racist praxis as resistance to the “check-the-box” institutional diversity efforts, and as transformative spaces to imagine alternative academic futures for Women of Color staff, faculty, and students.

Dream, Ricardo. Dream, knowing this world is meant for individuals like me and you. At times, the hardest part of Life is living, my father would say to me. When it all feels like too much, find your core and reach back: we’ll be here for you, always. I love you, Dad.

Scholarship in rhetoric and composition explores intersections between race and gender, especially within writing program administration (Craig and Perryman-Clark “Troubling the Boundaries; Craig and Perryman-Clark “Boundaries Revisited). While exploring intersections between race and gender, particularly in conjunction with BIPOC experiences, the focus often shifts to microaggressive experiences, pain, and hopeful processes for healing (Carey “A […]

Abstract This essay analyzes arguments regarding race and U.S. felon disenfranchisement laws. In response to the denial of the vote to 6.1 million Americans in 2016, voting rights advocacy has helped spur a range of liberalizing reforms in states across the country. The essay attributes such policy victories to activists’ success in redefining felon disenfranchisement as a racial justice rather than criminal justice issue. It argues, however, that U.S. public discourse still does not reflect a clear or coherent understanding of how and why race matters in the context of felon disenfranchisement. Through a rhetorical frame analysis of media coverage in four newspapers over a twenty-year period, the essay identifies and evaluates the three most common racial frames, arguing that each adheres to prevailing logics of racial liberalism. While this adherence lends the frames some degree of persuasive power, this essay argues that it also causes dominant publics to misunderstand the racial character of felon disenfranchisement. The essay concludes that more substantial reform hinges on the ability of activists to transform public meanings to reflect their preferred understanding of the causes and consequences of racial inequality.

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“ Editors’ Introduction: Finding Humanity and Community in Pandemic Scholarship ” | Jessica Pauszek &amp; Steve Parks “Asian/American Movements Through the Pandemic and Through the Discipline Before, During, and After COVID-19” | Terese Guinsatao Monberg, Jennifer Sano-Franchini, and K. Hyoejin Yoon “Cultivating Empathy on the Eve of a Pandemic” | Caroline Gottschalk Druschke, Tamara Dean, Rachel Alsbury, Julia Buskirk, Margot Higgins, Eloise Johnson, Sharon Koretskov, Brad Steinmetz, Emma Waldinger, Samuel Wood, Carl Zuleger “Rerouting Place in Community-Engaged Teaching: Lessons from the Spatial Disruption of COVID-19” | Charles N. Lesh &amp; Kevin G. Smith “COVID-19, International Partnerships, and the Possibility of Equity: Enhancing Digital Literacy in Rural Nepal amid a Pandemic” | Sweta Baniya, Kylie Call, Ashley Brein, Ravi Kumar “More Than Paper Islands: The Pandemic Circuitry of Quaranzines” | Jason Luther “Community Literacy as Justice Entrepreneurship: Envisioning the Progressive Potential of Entrepreneurship in a Post-Covid Field” | Paul Feigenbaum, Ben Lauren, &amp; Dànielle Nicole Devoss “Embracing Disruption: A Framework for Trauma-informed Reflective Pedagogy “ | Jennifer Eidum “ISU Quarantine Journal Project: Reflective Writing, Public Memory, and Community Building in Extraordinary Times” | Lesley Erin Bartlett and Laura Michael Brown &#8220;Writing Historical Fiction Online: Community Digital Literacies in Regional Australia” | Sophie Masson, Lynette Aspey, Ariella Van Luyn “Inclusive and Meaningful Considerations of Failure: A Review of Failure Pedagogies: Learning and Unlearning What It Means to Fail edited by Allison D. Carr and Laura R. Micciche” | Whitney Jordan Adams “Review: Rewriting Partnerships: Community Perspectives on Community-Based Learning by Rachael W. Shah” | Megan McCool &nbsp; Editorial Team Steve Parks &amp; Jessica Pauszek | Co-Editors Heather Lang | Web Editor Trenton McKay Judson | Assistant Editor Romeo García | Book Review Editor Tori Scholz | Copy Editor

Abstract This essay tracks Asian/American movements through the COVID-19 pandemic and through the discipline over time. Using a listing methodology with attention to space and place, we historicize how discourses of disease, contagion, and infection have been used to fuel yellow peril rhetorics in the service of anti-Asian racism since at least the 1850s, drawing&hellip; Continue reading Asian/American Movements Through the Pandemic and Through the Discipline Before, During, and After COVID-19

Abstract In this article, we share our reflections as a teacher, students, and community organization on establishing an international community partnership course that drew United States’ Virginia Tech University students into dialogue with the Nepal-based Code for Nepal (registered as a non-profit in the US), an organization that serves rural communities by enhancing digital literacy&hellip; Continue reading COVID-19, International Partnerships, and the Possibility of Equity: Enhancing Digital Literacy in Rural Nepal amid a Pandemic

Drawing on data from a yearlong qualitative study examining how children in a multi-age (6-9 years) classroom utilized technology to write across genres, this article examines the gendered negotiation and discursive uptake of expert in early childhood writing. Zeroing in on genius hour as a “site of engagement,” the author thinks with rhetorical genre studies and mediated discourse analysis to examine how four second-grade writers positioned themselves as “experts” across the nexus of school writing. Findings highlight how expert—both conceptually and in practice—became gendered and was interdiscursively traced through three threads: the relational, the historical, and the distributive. Through analyses of young students writing in situ, this article contributes new understandings to thinking about children’s navigation of genres, not only as rhetorical typifications of academic and disciplinary discourse but as unique social actions of curricular play and gendered uptake.

Anti-immigrant legal violence and grassroots organizing against it have fundamentally shaped the lives of immigrant children and families in the US. This article inquires into the intergenerational literacy, teaching, and learning practices of Latinx immigrants’ political mobilization, drawing on qualitative data from a larger yearlong practitioner inquiry study that involved observant participant field notes, artifacts, photographs, and in-depth interviews with 11 undocumented and documented Latinx immigrants with whom I, a Latina immigrant, shared an organizing practice. Through analysis grounded on literacy as critical sociocultural practice, intergenerational learning, and Chicana/Latina education in everyday life, I argue that Latinx immigrants mobilize against oppression through critical literacy practices that facilitate what I theorize as a “communal pedagogy of resistance.” This is an intergenerational pedagogy enacted in communal spaces that grows from Latinx immigrants’facultad,meaning the critical consciousness and epistemic privilege that results from living in the liminal space of theborderlands. This pedagogy views our community’s cultural, literacy, and linguistic practices as strengths and tools of resilience and resistance, and expands our definition of family and our sense of interdependence to fellow oppressed communities, teaching us to enact inclusive justice. A key takeaway is that Latinx immigrant students’ educational and literacy practices cannot be separated from those of their wider family/community, nor from their intergenerational sociopolitical struggles and expertise. Another is that intergenerational literacy and learning are bi/multidirectional. Implications include the need for educational institutions to learn from this pedagogy, and for additional literacy research into communal sociopolitical mobilization.

To equip students to analyze and create infographics with a rich understanding of rhetorical dynamics and sensitivity to how difference and equity issues are communicated, I propose a pedagogical approach to infographics drawn from Karen Barad’s concept of performative enactment and describe its implementation in a required writing classroom.

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Drawing on Kenyan hip-hop, this article: (1) illustrates the decolonial possibilities of translingualism, including paths to linguistic decolonization; (2) showcases how translingualism can facilitate the recovery of Indigenous hybrid languaging practices; (3) highlights how global Western capitalism threatens translingualism’s decolonial potential; and (4) offers further implications for rhetoric and writing scholars and teachers.

Although much scholarship on community-engaged pedagogies attends to student negotiations of difference, little attention has been paid to how instructors navigate difference, particularly racial difference, across classroom and community spaces. In this article, we use the concept of brokering to examine how seven different instructors of a community-engaged writing course titled “The Literacy Narratives of Black Columbus” imagined the racialized spaces of the course and facilitated engagement between students and community members in those spaces. Drawing primarily on instructor interviews, we present three approaches instructors took to imagine and facilitate student and community engagement across racialized and spatialized boundaries. We found that instructor positionality influenced how they imagined and negotiated the roles of brokers who could facilitate connections between students and community members as well as provide students with cultural knowledge necessary for navigating the course’s racialized spaces. Ultimately, we argue that instructors, particularly in predominantly white institutions, must carefully consider race, space, place, and their own positionalities when planning and implementing community-engaged pedagogies.

Through an ethnographic study conducted with an Indigenous language rights organization, this article illustrates how translation and interpretation can be further considered in global technical communication research. By providing examples of how Indigenous language translators and interpreters approach their work, this article advocates for a reframing of multilingualism in technical communication through a deliberate attunement to the relationships between language, land, and positionality. The author argues that as technical communicators continue conducting research in multilingual contexts, researchers should acknowledge how translation and interpretation impact the results and methodologies of contemporary global research.

This article examines connections between rhetoric, race, and place. Using archival research to examine Westlake Terrace, the author asks how the rhetorics of places like Westlake racialize the place and its people. The article shows that these rhetorics perpetuate the agenda of structural racism, and the material consequences of these rhetorics. It is argued that looking at the history of Westlake reveals a process of rhetorical invention that imbues the place with rhetorical and racial tensions. Attending to these moments of invention can both reveal ways that inequalities are built into places and help us work toward more equitable places.

This essay examines social panic surrounding trans youth, arguing that rhetorics supporting “rapid onset gender dysphoria” (ROGD) emerge from and reinforce hegemonic scripts about race, gender, sexuality, and dis/ability. Building from Jay Dolmage’s concept of “disability drift,” I demonstrate how anti-trans activists channel other social anxieties into transphobia. Arguments about ROGD frame trans people as infinitesimally rare and as threats to all other communities, but these claims rely on the same narratives used to stigmatize mental illness, to dehumanize people of color and queer people, and to police the bodies and behavior of cisgender women. Introducing the concept of “affective drift,” I consider how ROGD rhetorics draw from ableism, racism, and heteronormativity to fuel transphobia and vise versa. In direct opposition to the logics of ROGD, then, I propose that rhetorical studies is equipped to foster connections across contrived social divides, and to enact solidarity in one another’s struggles.

This article centers on Faith, a Latinx bilingual student who, because of her failure to pass a standardized exam in English language arts, had to repeat 11th-grade English. Despite this stigma of being a “repeater,” during the year-long ethnographic study I conducted in her classroom, Faith proved to be an insightful and critical reader and self-described poet who shared her writing with her peers as well as with other poets in online forums. Drawing from that more expansive classroom study, this article features Faith’s metacommentary on language and her own writing process and explores how her insights (1) disrupt monoglossic, raciolinguistic ideologies by highlighting the disconnect between her sophisticated understandings of language and the writing process and her status as a “struggling” student; (2) draw attention her wayfinding, which chronicles her navigation of those ideologies that complicate her search for a writerly identity and obscure the translingual nature of all texts and all writers; and (3) can move teachers and researchers of writing to reimagine the writing classroom so that it (re)positions students like Faith as “writers in residence,” whose existing translingual writing practices and wayfinding can serve as mentors and guides for others.

Scholarship on trajectories of becoming with literate activities is of growing interest in Writing Studies, particularly in accounts of writing grounded in cultural-historical and dialogic approaches, and in lifespan accounts of writing. The research reported here contributes to those conversations by tracing trajectories of becoming that are dynamically nonlinear, necessarily messy, and predicated on exceptionally complex streams of times, places, life experiences, artifacts, and literate activities. I draw from one case study with Alex, once a deeply faithful Christian who, over complex trajectories of semiotic becoming, lost her faith and was left to make sense of drastic perspectival shifts, in large part, through literate activity. Weaving analyses of talk across 2 years, 15 interviews, and multiple texts and textual interactions, I trace a narrative of Alex’s trajectories of unbecoming/becoming. I argue that Writing Studies needs flexible, theoretically grounded methods to trace becoming across lifespan trajectories and I address this imperative by showcasing one approach— dialogic animation protocols coupled with dialogic analyses.

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ABSTRACT This article develops a theory of rhetorical impression through a critical genealogy of the term phantasia. The genealogy demonstrates cause for understanding phantasia as impression, not image. I trace phantasia as impression through the work of Plato and Aristotle but ultimately argue that the stoics offer the most productive leads for thinking through impressions, materiality, and sensations together. Specifically, I demonstrate how the stoics' concept of lekton can productively mediate the relationship between rhetoric, materiality, imagination, and idealism. In the closing section, I suggest how a theory of rhetorical impression can address lacunae in existing new materialist approaches.

ABSTRACT In this short text, I analyze various senses of being in time. My claim is that time forms a weird interiority through an embrace of whatever is “in” it. I, then, flesh out this claim through a close reading of Book IV in Aristotle's Physics, while grafting each “measure of movement,” through which the Greek philosopher defines time, onto the movements of plants. The result is a twisting and turning, ramified, wayward temporality that holds every sense of being in time in a vegetal embrace.

In The Borders of AIDS: Race, Quarantine, and Resistance, Karma R. Chavez introduces readers to the “alienizing logic” that arose out of the human immunodeficiency virus (HIV) and acquired immune d...

Abstract Five graduate students reflect on their experiences in multiple roles to address the question, What does a good teacher do now?—during a pandemic, in a moment of reckoning with white supremacy, in the face of uncounted griefs and challenges. We contend that good teachers craft communities of care for students, colleagues, and themselves. We advance trauma, accessibility, surveillance, and labor as particular sites for that project.

AbstractStudents are more likely to embrace failure in learning when they are intrinsically motivated, but formal education in the United States operates through extrinsic rewards that make failure something to fear and avoid. Accordingly, the author examines the lessons of “Failure Club,” a writing course he designed to challenge this basic pedagogical contradiction.

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This essay explores the implications ofThe Elements of Styleas a universally received narrative about literacy. I recontextualize the book as a product of 20th-century histories of literacy as normative middle class desires, and as a response to Cold War era ideologies of a white national language.

The recent uptick in TPC scholarship related to decolonial methods, methodologies, and praxis warrants careful consideration about how this framework is used in TPC scholarship. Using a critique of decolonial scholars, the authors reconsider their use of “decolonial” to describe their experience with urban foraging as a practice that subverts modern Euro-Western foodways. This article uses experiential narrative as a way to theorize about technology as it relates to decolonial perspectives on bodies and nutrition.

This Rhetoric Review Symposium extends long overdue conversations about racism in the discipline begun in a NCTE/CCCC cross-caucus College Composition and Communication symposium titled “Diversity ...

Introduction Located in Austin, TX, Latinitas describes itself as one of the only bilingual tech organizations in the U.S. and prides itself for creating the first digital magazine made for and by Latina youth. In 2002, Latinitas was developed as a project by a group of undergraduate students in a Latinos in Media course at&hellip; Continue reading Embedding La Cultura: Digital Engagement by a Latinx Nonprofit Organization

Chicanx Consciousness Chicanx filmmakers are consciously aware of negative reproductions or unproductions (meaning no representations) of themselves in mainstream motion pictures. It is a fact that Chicanx are underrepresented in mainstream cinema. Although Hispanics represent 18% of the U.S. population and contribute 21% percent of U.S. box office revenue, only about 5% percent of actors&hellip; Continue reading Chicanx Filmmaking: Producing the Next Generation of Resilient Cinema

April Baker-Bell’s Linguistic Justice: Black Language, Literacy, Identity, and Pedagogy (2020) urges literacy teachers and researchers to recognize and understand how Anti-Black Linguistic Racism oppresses Black Language-speakers in the classroom. Anti-Blackness is a deeply-rooted problem in education that is exacerbated by educators upholding white linguistic hegemony. Despite the effort by scholars and educators to dismantle&hellip; Continue reading Book Review: Linguistic Justice: Black Language, Literacy, Identity, and Pedagogy by April Baker-Bell

The two of us writing this review of Aja Martinez’s (2020) Counterstory: The Rhetoric and Writing of Critical Race Theory have been colleagues with offices next door to one another for seven years at the University of Delaware. As a White and deaf tenured faculty member with expectations for research built into her workload, Stephanie’s&hellip; Continue reading Book Review: Counterstory: The Rhetoric and Writing of Critical Race Theory by Aja Martinez

Drawing on methods of composite counterstory, specifically to “derive sources from existing literatures, social commentary, and the author’s professional/personal experiences,” (Martinez 2014, 69) this review will feature and weave throughout the text its composite character Dani, whose story begins at her first encounter with Aja Martinez. Setting. Dani, a first-year graduate student, arrives with great&hellip; Continue reading Book Review: Counterstory: The Rhetoric and Writing of Critical Race Theory by Aja Y Martinez

During the final semester of my junior year of college, I connected with my advisor about the prospect of graduate school. I entered his office on a sunny spring afternoon and sat down beside his desk, staring at the intimidating rows of Shakespeare, Chaucer, and John Donne books on his bookshelf. The professor, Dr. Little,&hellip; Continue reading Book Review: Counterstories: The Rhetoric and Writing of Critical Race Theory by Aja Martinez