Research in the Teaching of English Feb 2021

Regulated and Nonregulated Writing: A Qualitative Study of University Custodians’ Workplace Literacy Practices

Calley Marotta Utah Valley University

Abstract

Writing studies scholars have long examined how race- and class-based hierarchies shape teachers’ and students’ experiences of writing in US universities. But universities are also workplaces that profit from a racialized writing economy in which laborers of color () underpin writing production. Drawing from a yearlong qualitative case study that examines the writing practices of university custodial workers, this article addresses the following research questions: What kinds of writing do university custodial workers use and practice? What are the conditions for their writing? And what do these practices and conditions tell us about writing in race- and class-stratified workplaces, including educational institutions? Using critical race (; ; ; ; ; ; ) approaches to literacy sponsorship (), and observations and interviews with university custodians, this article discusses two main findings: (1) labor conditions restrict participants’ writing as a part of race and class hierarchies; and (2) the participants employ writing practices that run under the radar of institutional restrictions to serve their own purposes. This study’s findings have implications for workplace writing scholarship and higher education policy, because they expand definitions of and purposes for workplace writing in institutions of education.

Journal
Research in the Teaching of English
Published
2021-02-15
DOI
10.58680/rte202131187
Open Access
Closed
Topics
literacy studies qualitative research professional writing race and writing multilingual writers

Citation Context

Cited by in this index (1)

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    What Is a Workplace? Principles for Bounding Case Studies of Genres, Processes,…
    Written Communication

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