In 2014, members of the NCTE/CCCC Latinx Caucus began contributing citations to a shared Google Document (GDoc) that suggested a relatively significant contribution of scholarship to the field of Rhetoric and Composition studies. Scholars of color have argued that rhetoric and composition scholarship fails to represent diversity in academic publications (Baca; Banks; Jones Royster; Pimentel; Ruíz). This study examines statistical data arrived at through analysis of the NCTE/CCCC Latinx Caucus Bibliography, with survey and interview data from Latinx scholars providing important context about publishing for people of color.

Racial Shorthand disrupts the dominant shorthand by demonstrating how communities of color produce multimodal projects and leverage the affordances of social media in ways that extend the rhetorical traditions and literacy practices of these communities.

Colonial narratives often characterize Latin@ culture and students as deficient with regard to education. These narratives persist through legislation like Arizona’s House Bill 2281, which outlawed the culturally relevant curriculum of Tucson High School’s Mexican American Studies program. This article argues that culturally relevant student writing that responds to a prompt about dichos or proverbial sayings in Spanish, illustrate rhetorical strategies of subversive complicity when analyzed through a decolonial framework. Written by students at multiple Tucson High schools during the controversy surrounding HB 2281, the student publication, Nuestros Refranes, serves as the site of analysis that demonstrates how students navigate institutions governed by subjugating policy.

In a photo taken at the community college where my father Julian Medina taught, he’s wearing a tie and a middle-management, short-sleeved buttonup shirt, shaking hands with farm worker advocate César Chávez. As in my father’s proud image, I too work hard to project a professional appearance, often wearing a tie the first few weeks of the semester. I do so because of the often mistaken assumptions students make about my knowledge and the wisdom of assigning readings by writers of color. Unfortunately, this feeling of insecurity comes from lived experience. When my Anglo mother married my Mexican American father, her father disowned her. Even though my father had earned his bachelor’s degree and his master’s degree and taught English at a community college in central California, his accomplishments did little to diminish my grandfather’s racial prejudice. Before my father died in 2006 at the age of fifty-six, he often told me that I was supposed to surpass his success in the same way as he did with his accomplishment as the first in his family to graduate from college. He did this by changing the family trade of mowing lawns to instead teaching English at the college level.