Francisco and Miguel’s research agenda is centered in educational leadership and community development. Their work is interdisciplinary and is situated within the intersectionalities of identity formation, race, class, gender, plática and story. In operationalizing this work, Guajardo and Guajardo employ an epistemological construct congruent with their research partners that challenges higher education to engage in… Continue reading The Power of Platica by Francisco Guajardo & Miguel Guajardo

Out in the middle of nowhere, there lies a bundle of buildings and in this bundle of buildings lies a space to discuss sensitive subjects safely. The door opens, the class begins, the time passes and the question gets asked: “How do you feel when someone calls you a wetback?” Blank stares look back at… Continue reading Review: Presumed Incompetent: The Intersections of Race and Class for Women in Academia by Iris D. Ruiz

This essay explores the pedagogical lessons of student-inmate peer reviews conducted during a prison outreach project in a first-year composition class. Collaborative writing between inmates and students reveals the positive outcomes that can result from strong mutuality in community-based learning relationships. Through a qualitative analysis of student reflection papers and prisoner oral reflections, this essay… Continue reading Prison Collaborative Writing: Building Strong Mutuality in Community-Based Learning by Grace Wetzel with a response by “Wes”

It is well known that in the United States White European American (WEA) cultural practices are the norm. These ideologies appear ubiquitously, but are especially prevalent in spaces like universities, where WEA cultural practices have a long history of normalcy. For example, although not often stated, university classes are heavily guided by WEA ideologies. This… Continue reading An Invitation to a Too-Long Postponed Conversation: Race and Composition by Octavio Pimentel

Classroom writing assessment practices can interrogate white supremacy through the way readers judge student writing. Furthermore, writing assessments designed and engaged in as ecologies offer social justice projects that can explore judgment as a racialized discourse. The author demonstrates one application of an antiracist writing assessment ecology through a practice called “problem posing the nature of judgment and language” and discusses the problem posing of two ecological places in the class.

This article explores how to use science fiction, particularly texts centered on android protagonists, to open up discussions of marginalization, race, and oppression in the introductory literature classroom. In response to the hateful rhetoric directed toward asylum seekers, this author developed an entire course around personhood and rights. She first examines how, in particular sci-fi works, paranoia and prejudice compel citizens to delineate between kinds of personhood. She then illuminates how students were invited to make parallels between the othering that the androids endure and historical and present-day examples of human rights abuses. After a semester of examining and debating these issues, students selected an android or robot in a television show, film, or video game of their choice and first assessed how the android’s personhood was delimited by human and then articulated why humans placed these boundaries on the android. Throughout the article, the author explains the kinds of texts she used for the course, the assignment students were tasked with, and how the course broached other issues of power dynamics, such as consent and disability rights.

This article traces the history of the word anxiety and explores its use as a way to describe the act of literary interpretation. Returning to Stanley Fish’s idea of the interpretive community, the article argues that pedagogy often reinforces anxiety as an individual, isolating experience. This bespeaks a larger concern about the role of pedagogy in student and faculty life. The article concludes by encouraging faculty to consider anxiety as an energy that can be productively harnessed through the construction of a more emotionally aware interpretive community.

This article names microaggressions as a rhetorical and pedagogical phenomenon. To make the case for rhetorical and pedagogical intervention, the authors define and trace microaggressions in literature from rhetoric, composition, and literacy studies; share cross-disciplinary understandings of microaggressions; and offer illustrations from sites of research, teaching, and service.

This article outlines findings from a case study investigating attitudes toward English as the dominant language of scientific research writing. Survey and interview data were collected from 55 Latin American health and life scientists and 7 North American scientific journal editors connected to an intensive scholarly writing for publication course. Study findings point to competing perceptions (scientists vs. editors) of fairness in the adjudication of Latin American scientists’ research at international scientific journals. Adopting a critical, plurilingual lens, I argue that these findings demand a space for more equity-driven pedagogies, policies, and reflective practices aimed at supporting the robust participation of plurilingual scientists who use English as an additional language (EAL). In particular, if equity is indeed a shared goal, there is a clear need for commitment to ongoing critical self-reflection on the part of scientific journal gatekeepers and research writing support specialists.

This article presents an interdisciplinary advanced honors course: Gender, Sexuality, Race, and Marginalized Communities. Through this course and its service-learning applications, students discovered that discourses of gender, sexuality, and race are not simply theoretical ultimately, they impact people’s lives. I include an explanation of the curriculum and the service-learning applications in my design and facilitation… Continue reading Serving the Public: Gender, Sexuality, and Race at the Margins by Jill McCracken

What is the origin of oppression? Why do we hear so much about it from some circles, and yet can rarely identify it when it confronts us in our everyday lives? Charlie Manter and I, April Maltz, set out to answer this question within the context of our Honors Seminar, Gender, Sex, Race, and Marginalized… Continue reading Genetic Oppression by April Maltz and Charlie Manter

In Digital Griots: African American Rhetoric in a Multimedia Age, a provocative new addiction to the CCCC Studies in Writing and Rhetoric series, Adam Banks offers a fresh perspective on the relationships between race, technology, and scholar-activism. Like the figure of the griot—a masterful storyteller who simultaneously preserves and shapes history—Banks mashes up past and present… Continue reading Review: Digital Griots: African American Rhetoric in a Multimedia Age by Adam J. Banks reviewed by Steph Ceraso

Abstract Despite consensus that Russia’s interference in the 2016 election did not extend to actual hacking of voting technology, Russian efforts to intervene on behalf of the Trump campaign have been defined as “hacking” by elements of the liberal media. This definition is broadly accepted in liberal circles, and there is now a widespread misperception that Russia tampered with voting technology to alter the outcome of the election. In this essay, we trace the emergence of this definition of Russia’s role in the 2016 election and explain the factors that led to its acceptance, arguing that the debate over Russia’s “hacking” illustrates that definitional arguments may operate differently than scholars have previously conceived. Traditional studies of definition emphasize the role of political leaders in crafting salient definitions, adopting a top-down approach. We argue that definitions also emerge from the bottom up, moving from media sources toward institutional centers of power. Our findings both illustrate the dangers of efforts to define Russia’s influence campaign as “hacking” and extend previous scholarship on definitional argument.

Abstract Donald Trump’s campaign violated every rule of presidential campaigns, and few commentators thought that he had a chance to win the presidency. His success can be traced to the strong affective connection that he created with core supporters. Trump used a rhetoric of nationalist populism with a charismatic outsider persona, a rhetorical pattern that functioned as an affective genre, to create this connection. This pattern is evident in campaign rallies, his speech at the Republican National Convention, and his inaugural address. Trump’s successful use of a rhetoric of nationalist populism has important implications for the status of American democracy.

Two-year college faculty have begun articulating ateacher-scholar-activistprofessional identity. After tracing the emergence of this concept and calls for solidarity in two-year college writing studies, we draw on two case studies to advocate for cross-sector disciplinary alliances that expand educational opportunity, improve professional equity, and advance social justice.

This article discusses strategies by which compositionists can use Kenji Yoshino’s theory on “covering” to identify rhetorical moves white compositionists make to “pass” as allies, so they can revise the moves effectively to support colleagues and students of color.

This essay examines W. E. B. Du Bois’s call for the “conservation of races” as an instance of an ecological legacy in African American thought that challenged traditional divisions between humans and nonhumans. Evoking contemporary models of rhetoric, I show that Du Bois implicitly figured blackness as an inventive rhetorical ecology that was distributed through material things and environments. Promoting the conservation of that ecology, his sociological work gestured toward a worldly, more-than-human ideal of justice. I explore how his ecological articulation of conservation resonated with Progressive Era environmental conservation in its rejection of ideals of purity but pressed beyond its economic materialism and human essentialism. Ultimately, I argue, Du Bois leaves us with a unique picture of conservation as a cooperative practice of identification in which both human and nonhuman participants come to articulate as interdependent parts of a larger ecology, a process that involves memory at a lived, material level.

“At La Escuelita, culture consists of everyday practices shaped by collective traditional beliefs and attitudes passed down from generation to generation and expressed organically by members of a community. Members participate in activities and events that reclaim, embrace, and promote shared cultural experiences that solidify traditions.”

The proportion of young women in the juvenile justice system has increased substantially since the nineties, yet the rhetoric surrounding them remains under-studied and under-critiqued. The oppressive nature of this rhetoric thwarts the achievement of gender equity in juvenile justice, undermining the reforms that have been recommended over years of research. The following analysis examines… Continue reading Subalternity in Juvenile Justice:Gendered Oppression and the Rhetoric of Reform by Tasha Golden

This article describes the value of cross-campus collaborations for community-based learning. We argue that community-based learning both provides unique opportunities for breaking academic silos and invites campus partnerships to make ambitious projects possible. To illustrate, we describe a course “Writing for Social Justice” that involved created videos for our local YWCA’s Racial Justice Program. We… Continue reading Name It and Claim It: Cross-Campus Collaborations for Community-Based Learning by Beth Godbee & Elizabeth Andrejasich Gibes

This study examines the intersection of the “bootstraps” American Dream and the América envisioned by four first-generation U.S. Latinx sixth graders in an urban English Language Learners class. The students participated in a joint Photovoice writing and photography project about the American Dream with students from a liberal arts college and articulated the importance of… Continue reading Writing our own América: Latinx middle school students imagine their American Dreams through Photovoice by Zak K. Montgomery & Serena B. O’Neil

ABSTRACTThis essay argues for the value of presence as rhetorical heuristic. Beginning with the philosophical tradition, the authors establish a long-standing interest in presence or isness, understood as the thing-itself outside subjectivity. We then trace how rhetorical theorists including Aristotle, Quintilian, and Perelman have privileged isness as a baseline for true conviction, positioning rhetoric as an effort to imitate material proofs. Such views highlight the tension between presence (things of the world in their isness) and the arts of presencing (the capacity of words and symbols to shape an isness), suggesting a generative frame for analysis. To demonstrate, we examine global migration. Drawing on ethnographic fieldwork among undocumented migrants, we posit that these individuals' paradoxical experiences of bodily presence but legal absence reveal a fraught interplay among rhetoric, state power, and competing notions of truth. However, immigration is only a case study; presence is a much more widely applicable heuristic.

ABSTRACTThis essay examines the importance of decolonization theory/practice outside of Latinx and indigenous literatures to understand how the African diaspora has produced rhetorical and philosophical interventions that have been understudied and ignored. The books reviewed all contribute to understanding the limitations of Western, white humanism through the concepts: Black reason, the undercommons, racial liberalism, the idea of the spill, and ontological terror. These texts function as entrees into a deep excavation of the limits of Kantian freedom and Rawlsian justice that recenters anti-Blackness as an animating force of governmentality (particularly governmental structures and regimes that enforce possibilities of life and death), rhetorical invention, and philosophical engagement.

Abstract The key public health officials in the United States have been criticized for their work in the Ebola outbreak of 2014–15 by citizens, public officials, and health scholars from multiple disciplines. There are numerous grounds for these complaints, but underlying many of them was the perception of “failed leadership” that is here traced in substantial part to the embodiment of a positionality based in a presumed logos-based power instead of an ethos-based relationship between public health expert and public. Because any leader’s public ethos is dependent on the cultural ethos of audiences who promote them to leadership, this essay combines the Aristotelian topoi for ethos (goodsense, goodwill, goodness) and contemporary redefinitions of ethos as cultural-level phenomena (either “dwelling places,” ideologies, or ethical and cultural codes) to conceptualize ethos as the activation, rebuilding, or maintenance of relationships among different social positions: publics and institutions. The complexities of the Ebola epidemic—with its national and international dimensions and its partially faulty scientific grounding—make visible the predisposition toward positional gaps between publics and public experts regarding interests (eunoia) and goods (arête), with concomitant difficulties for the sharing of practical wisdom (phronesis). Aristotle was correct that such gaps cannot be bridged by logos, and the pervasive insistence on more logos as corrective therefore may contribute to public mistrust of all expertise.

Abstract In this article, I argue for the importance of investigating covenantal rhetoric as a multipronged rhetorical device that can be used by political leaders to moralize discourse and strategically manage competing covenantal tensions in response to a particular social, economic, and/or political exigence. Specifically, it explores how President Ronald Reagan drew on the Puritan covenantal framework to usher in an era of free-market economics and transform it from a chaotic and self-interested system into a covenantal economy in which people could fulfill their moral obligations to self, God, and others. Using covenantal form, Reagan eased the tensions between freedom and order, grace and works, and individuality and community in a way that provided a moral foundation for his tax and welfare policies and a moral safety net for all who had faith in God’s grace. Within Reagan’s covenantal economy, trickle-down economics was framed as both an economically feasible and morally commendable process in which entrepreneurs and welfare recipients could join together in a “circle of prosperity” without government interference or the obligation to provide direct material assistance to others.

Book Review| June 01 2019 Gendered Asylum: Race and Violence in U.S. Law and Politics Gendered Asylum: Race and Violence in U.S. Law and Politics. By Sara L. McKinnon. Urbana, IL: University of Illinois Press, 2016; pp. viii+165. $95.00 cloth, $24.00 paper. Jiyeon Kang Jiyeon Kang University of Illinois at Urbana-Champaign Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2019) 22 (2): 336–338. https://doi.org/10.14321/rhetpublaffa.22.2.0336 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Jiyeon Kang; Gendered Asylum: Race and Violence in U.S. Law and Politics. Rhetoric and Public Affairs 1 June 2019; 22 (2): 336–338. doi: https://doi.org/10.14321/rhetpublaffa.22.2.0336 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All Scholarly Publishing CollectiveMichigan State University PressRhetoric and Public Affairs Search Advanced Search The text of this article is only available as a PDF. © 2019 Michigan State University Board of Trustees2019 Article PDF first page preview Close Modal You do not currently have access to this content.

Forty years ago, Nancy Sommers identified dissonance and the ways in which writers respond to incongruities between “intention and execution” as a core competency of revision. While still a challenge for student writers, dissonance now takes different forms, particularly for advanced student writers who embrace theories of revision but struggle to implement the practices. Unspoken, these experiences of dissonance become internalized as fear-based narratives and scripts that negatively impact student writers. Through in-process reflection, this study surfaces the ways in which students navigate the dissonance by adapting, or rescripting, their fear into a productive element of writing and revision. To better understand the interplay of strategy and struggle, we argue that revision pedagogies for advanced student writers must take the emotional work of revision into consideration

Co-authored by a professor and two undergraduates and drawing on interviews with community partners, this essay analyzes a community writing project to document the Civil Rights Movement in a northern city. In collaboration with a local African American history museum, students interviewed 22 African Americans ranging in age from 62-90 years old who lived in… Continue reading Counternarratives: Community Writing and Anti-Racist Rhetoric by Laurie Grobman, Elizabeth Kemmerer, & Meghan Zebertavage

Throughout The Mark of Criminality, Bryan McCann thoughtfully challenges dominant narratives about gangsta rap by shedding light on its kairotic relationship with the beginning of the U. S. governm...

Approximately 1.8 million students in the United States are homeschooled, according to 2012 data from the National Center for Education Statistics (Redford et al.). However, researchers have only begun to examine how these homeschooled students reflect on their own literacy development, especially once they have entered college. Using the Digital Archive of Literacy Narratives (DALN), I gather and analyze eighteen literacy narratives of currently and formerly homeschooled students, exploring how these students reflect on their own developing literacies, especially as they contrast their experiences with those of their traditionally-schooled classmates. The results of this study reveal, first, that these homeschoolers participate in a wide variety of literacy practices that both respond to and redefine those of the “traditional” classroom. Second, many of the narratives tend to embrace the “child prodigy” literacy structure, as identified and defined by Kara Alexander (2011) and Stephanie Paterson (2001). Third, four narratives reveal problems that can occur in homeschooling: namely, a parent-educator’s perceived lack of authority, and, in two cases, a tendency to trap students in unhealthy family environments. Despite these exceptions, most narratives reveal their family network as a place of vibrant literary sponsorship; and a few students narrate the “pedagogic violence” that may occur when they transition from this warm family environment into traditional secondary schools (Worsham 121). Overall, I argue that as participants in a non-dominant mode of education, these homeschoolers feel the need either to justify or to repudiate their literacy acquisition process against the dominant group. More quantitative research is needed to understand whether these experiences represent trends across the homeschooling movement.

This article applies critical race theory to an institutional analysis of writing curricular outcomes to assist two-year college writing program administrators, curriculum coordinators, and instructors with examining the racist implications of writing curriculum outcomes and to develop antiracist curricula that support the academic, professional, and civic success of the majority of their students.

AbstractThough rhetorical critics have been very attentive to John F. Kennedy’s rhetoric during the 1960 campaign, less attention has been paid to that of his conservative Protestant antagonists. To address the omission, this essay considers W. A. Criswell’s July 3, 1960 address, “George Truett and Religious Liberty,” portions of which were reprinted and widely distributed as a pamphlet titled Religious Freedom, the Church, the State, and Senator Kennedy. These texts, we argue, are exemplary of a larger Protestant strategy during the 1960 race. Because Kennedy’s candidacy had prompted fierce vitriol from the anti-Catholic Right, conservative Protestant leaders from across the denominational spectrum tempered their attacks so as not to alienate centrist voters. Their measured adoption of religious freedom arguments allowed them to occupy the respectable middle, assailing Kennedy’s Catholicism while parrying charges of religious bigotry. In Criswell’s rhetoric, we find a pure distillation of this strategy, identifying it as a species of respectability politics with enduring appeal—this time from the Right.

For many, the results of the 2016 election brought a shock and much-needed wake-up call, as residents of the U.S.(and other nations across the world) faced a reality that can be easy to forget and ignore: White supremacy still reigns, both in the U.S. and abroad. While the results of the election appeared to surprise… Continue reading Guest Editors’ Introduction: Community Resistance, Justice, and Sustainability in the Face of Political Adversity by Isabel Baca, Laura Gonzalez, & Victor Del Hierro

In this article, we examine how Latinitas, a non-profit organization aimed towards empowering Latina youth through multimedia and technology, is a site of resistance. Latinitas provides linguistic, cultural, and technological resources as means to promote empowerment in the Latinx community, thereby creating and nurturing a space for Latinx youth. This article is written by two… Continue reading Youth Activism and Community Writing by Latina Youth by Jasmine Villa & Taylor Figueroa

This paper presents some of the difficulties and challenges that a writing instructor faced when integrating themes of race, gender, and sexuality into her pedagogy, as well as strategies that she developed to address those challenges. The author discusses the merits of building a pedagogy from what Alcoff (2000) refers to as “social location,” despite… Continue reading Understanding Intersectional Resistance Practices in Online Spaces: A Pedagogical Framework by Lehua Ledbetter

The field of working-class studies is particularly relevant in these times, when access to equitable education is under fire. With regard to race, Nikole Hannah-Jones’s (2016) essay in the New York Times Magazine raised our awareness regarding the institutionalized segregation that cripples our New York City schools. At the same time, scholars like Sherry Linkon… Continue reading Review: Class in the Composition Classroom: Pedagogy and the Working Class, Eds. Genesea M. Carter and William H. Thelin by Laurie Cella

In this article, we tell stories from our own research experiences to demonstrate the need for a set of methodological tools within Rhet/Comp that is more fully responsive to the ethical challenges of working with traumatized communities. Drawing on feminist and indigenous approaches, we propose a methodological toolkit for trauma-related research to reduce participant risk.… Continue reading Research as Care: A Shared Ownership Approach to Rhetorical Research in Trauma Communities by Maria Novotny & John T. Gagnon

Present Tense would like to congratulate Patricia Fancher for being accepted into The Best of the Journals in Rhetoric & Composition, 2018 (Parlor Press). Patricia’s article, “Composing Artificial Intelligence: Performing Whiteness and Masculinity,” was published in Vol. 6 Iss. 1. Congrats!

This case examines how functionalist approaches manifest culturally based on users’ contexts. The authors conduct a critical visual semiotic analysis of the race and Hispanic origin questions on the 2010 U.S. Census form, demonstrating how incongruities in design potentially harm people. This demonstrates a need for adding critical analyses to design and research and it refocuses the Society for Technical Communication’s value of promoting the public good on to design and documentation in order to fight injustice.

This article foregrounds stories told by Kiowa Elder Dorothy Whitehorse DeLaune in order to distinguish “community listening” from “rhetorical listening” and decolonize community writing. Dorothy’s stories demonstrate “transrhetoricity” as rhetorical practices that move across time and space to activate relationships between peoples and places through collaborative meaning making. Story moves historic legacies into the present despite suppression enacted by settler colonialism, and story yields adaptive meanings and cultural renewal. When communities listen across difference, stories enact resistance by building a larger community of storytellers, defying divisive settler colonialist inscriptions, and reinscribing Indigenous peoples and their epistemologies across the landscapes they historically inhabit.