Description
This book presents the authors’ attempts to interrogate the ways that white institutional, pedagogical, and curricular heteronormativity affects equity in writing instruction at Two Year Colleges. Written from a wide range of subject and identity positions, this volume explores issues that arise among students inside historically white-dominant classrooms, among faculty as curriculum and hiring decisions are made, and among colleagues when they attempt to engage the wider institution in equity work. Aiming to significantly change how urban Community College writing instruction is delivered in this country, the book operates on the principle that equity is essential to successful writing pedagogy, curricular development, and student success.
Table of Contents
Introduction: The Lover’s War, Prince's Side-Eye, and Dancing out of Innocence: The Politics of Academic Writing Taiyon J. Coleman, Renee DeLong, Valérie Déus, Kathleen Sheerin DeVore, Shannon Gibney, and Michael C. Kuhne
Chapter 1: The Risky Business of Engaging Racial Equity in Writing Instruction: A Tragedy in Five Acts Taiyon J. Coleman, Renee DeLong, Kathleen Sheerin DeVore, Shannon Gibney, and Michael C. Kuhne
Chapter 2: Literacy and the Project of Killing the Black Body Taiyon J. Coleman
Chapter 3: How I Woke up in a Dream and Walked Toward the Door Michael C. Kuhne
Chapter 4: Refusal as a Survival Tactic for Faculty of Color Valérie Déus
Chapter 5: Disruptive Healing and Engaging Exile: Stolen Strategies Kathleen Sheerin DeVore
Chapter 6: Nobody’s Mama: Interrogating White Mothering Impulses in the Classroom Renee DeLong
Chapter 7: My Pedagogy Is Courage: Women of Color, Institutional Violence, and Education as the Practice of Freedom Shannon Gibney
Conclusion: Joyfully Tearing it Down: A Conversation at the May Day Coffee Shop Taiyon J. Coleman, Renee DeLong, Valérie Déus, Kathleen Sheerin DeVore, Shannon Gibney, and Michael C. Kuhne
