College Composition and Communication Sep 2008

Language, Literacy, and the Institutional Dynamics of Racism: Late-1960s Writing Instruction for “High-Risk” African American Undergraduate Students at One Predominantly White University

Steve Lamos

Abstract

This essay analyzes the ways in which subtly but powerfully racist ideologies of language and literacy shaped the institutional development of one writing program for “high-risk” African American college students during the late 1960s and early 1970s. It further theorizes the value of such institutional analysis for counteracting racism within present-day writing programs.

Journal
College Composition and Communication
Published
2008-09-01
DOI
10.58680/ccc20086751
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Topics
writing pedagogy graduate education literacy studies race and writing
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