How does one balance dedication to two communities that are never served equally well? I consider a theoretically based response through Gramsci’s hegemony, the Brazilian sociologist José Maurício Domingues’s collective subjectivity, and Laclau and Mouffe’s particular brand of post-Marxism. Together, they provide a way to think about leading, holding onto the traditions of the academy while trying to change those traditions so that those who are perforce Othered can be afforded greater than mere recognition or accommodation. I argue that one must adopt a necessary mindset that places the emphasis on the collectivities to which one belongs, relegating the individual to the backdrop, to the extent that is possible.

In the following conversation, conducted asynchronously through email, three current and former editors discuss the role of publishing in creating a disciplinary identity. Speaking from the academic (Villanueva), digital (Selfe), and community (Parks), and, often crossing these three categories, the editors discuss how the field has failed to fully embrace the full range of cultural, economic, and gender experiences that have been present in our field since its founding. In doing so, they also note that this absence has continued despite the ability of new publishing technologies to incorporate a wider range of embodied experiences, non-traditional knowledges, and literacy practices.

Learning from Language: Symmetry, Asymmetry, and Literary Humanism, Walter H. Beale Out of Style: Reanimating Stylistic Study in Composition and Rhetoric, Paul Butler Performing Prose: The Study and Practice of Style in Composition, Chris Holcomb and M. Jimmie Killingsworth Academic Writing in a Global Context: The Politics and Practices of Publishing in English, Theresa Lillis and Mary Jane Curry A Taste for Language: Literacy, Class, and English Studies, James Ray Watkins Jr.

The Exemplar Award is presented to a person who has served or serves as an exemplar of our organization, representing the highest ideals of scholarship, teaching, and service to the entire profession. This is the written version of the acceptance speech Victor Villanueva gave at the CCCC meeting in San Francisco on March 12, 2009.

The author recounts his efforts to find out about Puerto Rican activist Pedro Albizu Campos, who was imprisoned chiefly because of his rhetoric.

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“Crash” does better than the Sidney Poitier looks at racism, but it still engages in stereotyping. In fact, the film becomes interesting if you see it as a study of stereotypes as a maze you can’t walk out of.

It s no secret that, in most American classrooms, students are expected to master standardized American English and the conventions of Edited American English if they wish to succeed. Language Diversity in the Classroom: From Intention to Practice works to realign these conceptions through a series of provocative yet evenhanded essays that explore the ways we have enacted and continue to enact our beliefs in the integrity of the many languages and Englishes that arise both in the classroom and in professional communities.Edited by Geneva Smitherman and Victor Villanueva, the collection was motivated by a survey project on language awareness commissioned by the National Council of Teachers of English and the Conference on College Composition and Communication.All actively involved in supporting diversity in education, the contributors address the major issues inherent in linguistically diverse classrooms: language and racism, language and nationalism, and the challenges in teaching writing while respecting and celebrating students own languages. Offering historical and pedagogical perspectives on language awareness and language diversity, the essays reveal the nationalism implicit in the concept of a standard English, advocate alternative training and teaching practices for instructors at all levels, and promote the respect and importance of the country s diverse dialects, languages, and literatures. Contributors include Geneva Smitherman, Victor Villanueva, Elaine Richardson, Victoria Cliett, Arnetha F. Ball, Rashidah Jammi Muhammad, Kim Brian Lovejoy, Gail Y. Okawa, Jan Swearingen, and Dave Pruett.The volume also includes a foreword by Suresh Canagarajah and a substantial bibliography of resources about bilingualism and language diversity.

She is a contradiction in stereotypes, not to be pegged. He likes her right off. She wants to go to Belltown, the Denny Regrade, to take photos. He wants to go along. He does, feeling insecure and full of bravado, slipping into the walk of bravado he had perfected as a child in Brooklyn. Stops into a small cafieat the outskirts ofdowntown, at the entry to the Regrade. It's a Frenchstyle cafi, the Boulangerie, or some such. To impress her, he speaks French. Une tasse de caf6, s'il vous plait. Et croissants pour les deux. Don't laugh. It's how he said it.

The author takes us back through his own and his family’s stories and histories to suggest that while academic discourse can be cognitively powerful it needs to be supplemented by memory and story, in our classrooms and in our scholarship. Memoria, mother of the muses, complements academic discourse’s strengths in logos and in ethos with pathos, providing an essential element in the rhetorical triangle, and, crucially, validating the experiences of people of color that might otherwise be silenced.

Wendy Bishop. I never knew she was Wendy Sue. She died—at 50. Complications concerning leukemia.

Deborah Brandt, Ellen Cushman, Anne Ruggles Gere, Anne Herrington, Richard E. Miller, Victor Villanueva, Min-Zhan Lu, Gesa Kirsch, The Politics of the Personal: Storying Our Lives against the Grain. Symposium Collective, College English, Vol. 64, No. 1 (Sep., 2001), pp. 41-62

This symposium presents a written dialogue of scholars expressing not only excitement but also frustration over the ways in which current work in composition and literacy studies has explored the politics of the personal.

Traces of a offers a unique scholarly perspective that merges interests in rhetorical and literacy studies, United States social and political theory, and African American women writers. Focusing on elite nineteenth-century African American women who formed a new class of women well positioned to use language with consequence, Royster uses interdisciplinary perspectives (literature, history, feminist studies, African American studies, psychology, art, sociology, economics) to present a well-textured rhetorical analysis of the literate practices of these women. With a shift in educational opportunity after the Civil War, African American women gained access to higher education and received formal training in rhetoric and writing. By the end of the nineteenth-century, significant numbers of African American women operated actively in many public arenas.In her study, Royster acknowledges the persistence of disempowering forces in the lives of African American women and their equal perseverance against these forces. Amid these conditions, Royster views the acquisition of literacy as a dynamic moment for African American women, not only in terms of their use of written language to satisfy their general needs for agency and authority, but also to fulfill socio-political purposes as well.Traces of a Stream is a showcase for nineteenth-century African American women, and particularly elite women, as a group of writers who are currently underrepresented in rhetorical scholarship. Royster has formulated both an analytical theory and an ideological perspective that are useful in gaining a more generative understanding of literate practices as a whole and the practices of African American women in particular. Royster tells a tale of rhetorical prowess, calling for alternative ways of seeing, reading, and rendering scholarship as she seeks to establish a more suitable place for the contributions and achievements of African American women writers.

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(1995). Revising for publication: Advice to graduate students and other junior scholars. Rhetoric Society Quarterly: Vol. 25, No. 1-4, pp. 237-246.