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This article argues for a purposeful, racial justice–focused framework for community-engaged projects in rhetoric and composition so that faculty, students, and community partners work together to understand and overcome the myriad ways racist and racial discourses perpetuate injustice. The author explores critical race inquiry in community-engaged projects by presenting analyses of successes and missed opportunities of an ongoing multi-year partnership with a small, local, all-volunteer, collector-based museum and the local branch of the NAACP. These projects reveal insights about pedagogy and disciplinary knowledge and suggest possible forward paths that may lead to more egalitarian partnerships, multi-perspectival knowledge, and impactful antiracist writing instruction in our classes and communities.

This article analyzes a public memory pedagogical partnership that disturbed the public memory of a community organization as an egalitarian space. How students, community partners, and I negotiated privately and represented publicly this legacy of the United States’ worst shame required us—and me—to figure out what partnership and collaboration mean in this context, whose interests come first and why, and the ethical implications of my and our choices.

This co-authored article describes a community literacy oral history project involving 14 undergraduate students. It is intellectually situated at the intersection of writing studies, oral history, and African American rhetoric and distinguished by two features: 1) we were a combined team of 20 collaborators, and 2) our narrator, Frank Gilyard, the founder and former director of the Central Pennsylvania African American Museum (CPAAM), was deceased. Because oral history is narrator-driven, Gilyard’s death required us to remain especially attentive to the epistemic value of his voice.

This article describes a series of community-based research projects, (Re)Writing Local Racial, Ethnic, and Cultural Histories, done in partnership with the local African American, Hispanic/Latino, and Jewish communities. The author argues that these projects are one substantive response to the ongoing, growing demand that English studies teacher-scholars and students participate in purposeful, impactful public work. These projects position students as rhetorical citizen historians who produce original historical and rhetorical knowledge and promote democracy through conscious, deliberate rhetorical historical work. But these partnerships also raise complex issues of unequal, fluid, and shifting discourses among community partners, students, and faculty and, consequently, inform ways to enact publicly shared meaning in community literacy partnerships.

This article examines founder Frank L. Gilyard’s role in the establishment of the Central Pennsylvania African American Museum in Reading, Pennsylvania, through the dual lenses of African American rhetoric and performance studies. It concludes with an analysis of how these insights informed a community-based research course in honors first-year composition.

This article provides a pedagogical model for students in introductory literature classes to participate in the undergraduate research international curricular movement.

This article initiates scholarly discussions of undergraduate research, an educational movement and comprehensive curricular innovation, in composition and rhetoric. I argue that by viewing undergraduate research production and authorship along a continuum of scholarly authority, student scholars obtain authorship and authority through participation in undergraduate research. I then address several implications of this continuum for the discipline.

Author Sue Monk Kidd, who is white, employs stereotypes of African Americans and problematically appropriates features of black writing in her novel “The Secret Life of Bees”. Nevertheless, this book is worth teaching, not only because it has acquired much cultural capital but also because it offers students a way to examine relationships between whites and blacks in American literature and culture.

This article examines the authors’ arduous struggle to develop a professional communication program that would not only meet their students’ professional and intellectual needs but also achieve an identity consistent with their goals as scholars and teachers of composition. Ultimately, the authors argue that a professional communication program that combines in its teaching the ethos of a liberal arts tradition along with the practical skills needed by writers in the workplace is both desirable and possible but that it must be flexible enough to allow for ongoing curricular and philosophical negotiations to meet changing contextual demands.

Combining service-learning with multicultural literature study in a general education first-year course can encourage students to theorize difference from multiple perspectives.

Research Article| April 01 2003 Postpositivist Realism in the Multicultural Writing Classroom: Beyond the Paralysis of Cultural Relativism Laurie Grobman Laurie Grobman Search for other works by this author on: This Site Google Pedagogy (2003) 3 (2): 205–226. https://doi.org/10.1215/15314200-3-2-205 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Laurie Grobman; Postpositivist Realism in the Multicultural Writing Classroom: Beyond the Paralysis of Cultural Relativism. Pedagogy 1 April 2003; 3 (2): 205–226. doi: https://doi.org/10.1215/15314200-3-2-205 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. © 2003 Duke University Press2003 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

To bridge the gap between composition and professional communication studies, we should add multiculturalism to the widely accepted international perspective in professional communication instruction, thus transforming the classroom into a contact zone (Pratt). The practical necessity of intercultural communication in a global marketplace necessitates internationalization. The international perspective, accounting for the heterogeneity of the technical communication audience, focuses on audience analysis and leads us to encourage students to learn about the multiple, cultural layers of audience. A multicultural perspective, however, can teach students of professional communication about the complex relationship between language and ideology and the underlying forces that shape and reflect the ways we use language. Multiculturalism's critical component provides insights into the structures and ideologies of domination/subordination and provides students with the linguistic, intellectual, and moral tools for resisting fear and prejudices. Likewise, the international perspective in professional communication can inform issues of audience analysis in composition.