Drawing upon original post-structural phenomenological research, this article explores how Jewish discourses are pathologized and marginalized in rhet/comp spaces in ways that impact theorizing, pedagogy, professional interaction, and disciplinary knowledge production and how the academy’s white Christian hegemony reifies itself through these processes. As the limited assimilative success of Jewish people demonstrates, inclusion is not inherently equitable, nor does it necessarily change the structures of white supremacy. Ultimately, I suggest that cultural rhetorics contributes a more critical conceptualization of “inclusion” for the academy that acknowledges the limitations and dangers of assimilation into whiteness.

Contributors to this symposium, current and former two-year college teacher-scholar-activists, reflect upon bell hooks’s legacy share the lessons they have learned from her work, and consider how hooks’s teachings might inform our praxis and move us forward as a profession.

This essay examines the discourse around the trigger warning through the analytic paradigm of racial literacy and the rhetorical frames of colorblind racism to illuminate how the trigger warning as currently conceptualized, even when framed as a means of equitable engagement, is mediated by and upholds the racial status quo.

AbstractThis article examines the role of critical reading in a racial literacy-focused composition curriculum. The author draws on student-produced data to demonstrate how the racial literacy curriculum prepares students to explore the situatedness of language, how individual positionalities influence the construction and interpretation of text, and how sociocultural ideologies are represented and disseminated through seemingly innocuous or objective reporting. Broadly, this article offers strategies for teaching critical reading to help teachers of writing improve students’ rhetorical awareness and engage them more fully as participants in a textually mediated society.

This instructional note describes the potential of an analytical essay assignment to encourage writerly self-reflection and meaningful revision in the two-year college writing classroom.

This article explores the potential of a song lyrics-based curriculum to encourage the practice of racial literacy in the first-year composition classroom.

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