This article argues for repositioning voice within BIPOC histories and contributions to the fields of English/rhetoric/composition studies. By reinvestigating the affordances and constraints of Expressivist-driven definitions of “voice” and the contemporary applications of imitation writing assignments, this article demonstrates alternative approaches to teaching and thinking through voice in writingbased courses.

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Sor Juana, a criolla nun in Mexico’s colonial period, is most recognized for her letter, “La Respuesta” (or “The Response”), to the Bishop of Puebla where she fiercely championed women’s rights in the Americas. However, few discursive spaces take up critical examinations of her work. As such, she is often inscribed within the remnants of White, European intellectual legacies. But what if there was more? Sor Juana’s epistolary writing is a rich site of revisionary possibilities, especially as feminist archival methodology flourishes in rhetoric and composition. This article aims to complicate discussions of Sor Juana as a (proto)feminist rhetorician by including interdisciplinary and intersectional renderings of her embodied, epistolary writing. Drawing on Black feminist rhetorics, I argue that we can discursively (re)read Sor Juana not just as a rhetorician but as an intersectional, cultural, and feminist rhetorician.

In the words of Etta James, “At Last.”April Baker-Bell’s Linguistic Justice: Black Language, Literacy, Identity, and Pedagogy is, indeed, the book that many of us have been waiting for—not just in ...

Review Article| October 01 2016 Code-Meshing and African American Literacy Other People's English: Code-Meshing, Code-Switching, and African American Literacy. By Young, Vershawn Ashanti, Barrett, Rusty, Young-Rivera, Y'Shanda, and Lovejoy, Kim Brian. New York: Teachers College Press, 2014. 190 pages. Alexis McGee Alexis McGee Search for other works by this author on: This Site Google Pedagogy (2016) 16 (3): 577–582. https://doi.org/10.1215/15314200-3600957 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Alexis McGee; Code-Meshing and African American Literacy. Pedagogy 1 October 2016; 16 (3): 577–582. doi: https://doi.org/10.1215/15314200-3600957 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 Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2016 by Duke University Press2016 Article PDF first page preview Close Modal You do not currently have access to this content.