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2 | This is a collaborative and crowdsourced project. This list is intended to highlight BIPOC scholars, women scholars, emerging scholars, LGBTQIA+ scholars, and other scholars on the margin whose work is not often enough used in first year writing and technical communication courses. As more writing programs and departments work to anti-racist pedagogies and confront white supremacy and white language supremacy, one thing we can do is ensure our course reading lists are sites that privilege languaging, difference, thoughtfulness, and change. This is a yes-cite list. What texts, videos, podcasts, graphics, and so on should we be using in our courses so that our classes challenge hegemony, patriarchy, language and white supremacy? Please list the academic and popular written texts, videos, podcasts, images, infographics, photo essays, art pieces, music, and other artifacts that are great for first year writing and technical communication courses. NOTE: This list continues the work begun by Dr. Cana Uluak Itchuaqiyaq (@canaitch) and her Multiply Marginalized and Underrepresented scholars list (see that list HERE). While this list foregrounds both FYW and TC and how those texts might be used in classroom spaces, it owes a scholarly and professional debt to Dr. Itchuaqiyaq and her MMU TCR list. NOTE: Don't worry about making sure the list is alphabetized unless you feel comfortable doing so. Occasionally someone will visit the list to sort by alpha and make sure everything is readable. If you feel comfortable sorting, etc. please do so. But do not feel obligated! NOTE: This is a community list. Please do not remove texts. If you see something that does not meet the goals or vision of anti-racist pedagogies, please email NEXTGEN@LISTSERV.UTA.EDU and someone will make sure to address the problem. Thank you for your help and contributions! Please let others know about the list. Here is the share link: https://docs.google.com/spreadsheets/d/1ONAkDvuzGS4xAnqE0p-5kDseWS-5Hs_BDDwMy-wHUnk/edit?usp=sharing | ||||||||||||||||||||||||||
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4 | author's name | year | title of work | link (if possible) | content, knowledge, skill | typical / foundational / canon text this might replace or work with | FYW / TC + notes or considerations | ||||||||||||||||||||
5 | last name | first name | |||||||||||||||||||||||||
6 | Alvarez | Steven | 2017 | American English is best. In C. E. Ball & D. M. Loewe (Eds.), Bad ideas about writing. (pp. 93-98). Morgantown, WV: West Virginia University. | https://textbooks.lib.wvu.edu/badideas/badideasaboutwriting-book.pdf | languaging | suggestions? | FYW | |||||||||||||||||||
7 | Baker-Bell Williams-Farrier Jackson Johnson Kynard McMurtry | April Bonnie J. Davena Lamar Carmen Teaira | 2020 | This Ain't Another Statement! This is a DEMAND for Black Linguistic Justice! | https://cccc.ncte.org/cccc/demand-for-black-linguistic-justice | languaging, race, intersectionality, antiracist pedagogies | FYW, TC | ||||||||||||||||||||
8 | Baugh | John | 2003 | Linguistic profiling. in S. Makoni, G. Smitherman, A. F. Ball, & A. K. Spears (Eds.), Black Linguistics: Language, Society, and Politics in Africa and the Americas (pp. 155-168). Routledge. | https://web.stanford.edu/~jbaugh/Black%20Linguistics.pdf | language, race | see also, John Baugh's (2019) TEDx talk on the same topic: "The Significance of Linguistic Profiling" https://www.youtube.com/watch?v=GjFtIg-nLAA | ||||||||||||||||||||
9 | Cavazos | Alyssa G. | 2019 | Encouraging languages other than English in first-year writing courses: Experiences from linguistically diverse writers. Composition Studies 47(1), 38-56. | https://scholarworks.utrgv.edu/cgi/viewcontent.cgi?article=1047&context=wls_fac | languaging, fyw instruction | suggestions? | FYW | |||||||||||||||||||
10 | Cedillo Bratta | Christina Phil | 2019 | Relating our experiences: The practice of positionality in student-centered pedagogy. College Composition and Communication 71(2), 215-240. | https://drive.google.com/file/d/121uRPYPuTGuSFu1VHgv0-DCCKwAs8ya1/view?usp=sharing | positionality | "All Writing is Autobiography" by Donald Murray | FYW | |||||||||||||||||||
11 | Cedillo | Christina | 2018 | What does it mean to move?: Race, disability, and critical embodiment pedagogy. Composition Forum 39. | http://compositionforum.com/issue/39/to-move.php | audience, embodiment | suggestions? | FYW, TC | |||||||||||||||||||
12 | Condon Young | Frankie Vershawn Ashanti | 2016 | Performing antiracist pedagogy in rhetoric, writing, and communication, WAC Clearinghouse | Performing Antiracist Pedagogy in Rhetoric, Writing, and Communication - The WAC Clearinghouse | anti-racist pedagogy | new foundational text | FYW & TC -- perhaps mainly for the teachers, but perhaps some chapters would be appropriate for courses | |||||||||||||||||||
13 | Cunningham | Jennifer M. | 2017 | African American language is not good English. In C. E. Ball & D. M. Loewe (Eds.), Bad ideas about writing. (pp. 88-92). Morgantown, WV: West Virginia University. | https://textbooks.lib.wvu.edu/badideas/badideasaboutwriting-book.pdf | languaging | suggestions? | FYW | |||||||||||||||||||
14 | Davis | Seth | 2019 | Shade: Literacy narratives at Black gay pride. Literacy in Composition Studies, 7(2), 56-89. | https://licsjournal.org/index.php/LiCS/article/view/710 | literacy narratives, Black queer literacies | FYW | ||||||||||||||||||||
15 | Diab | Kefaya | 2016 | Delivery & Multimedia Composition: Re-claiming Agency in Digital Media for Advocacy and Social Change | https://www.researchgate.net/publication/338980698_Book_Chapter_Delivery_Multimedia_Composition_Re-claiming_Agency_in_Digital_Media_for_Advocacy_and_Social_Change_Kefaya_Diab | digital rhetorics; social justice | FYW | ||||||||||||||||||||
16 | Gonzales | Laura | 2019(?) | Interview with Pedagogue podcast | (episode) https://www.pedagoguepodcast.com/episodes.html (transcript) https://www.pedagoguepodcast.com/uploads/4/1/9/0/41908851/laura_gonzales_transcript.pdf | digital rhetorics, technical communication, inclusive language practices | new foundational text | TC, right at the start of the semester | |||||||||||||||||||
17 | Gonzales | Laura | 2015 | Multimodality, translingualism, and rhetorical genre studies. Composition Forum 31. | https://compositionforum.com/issue/31/multimodality.php | genre, multimodality, languaging | suggestions? | FYW, maybe also TC | |||||||||||||||||||
18 | Gonzales | Laura | 2018 | Sites of translation: What multilinguals can teach us about writing and rhetoric. Ann Arbor, MI: University of Michigan Press. | https://www.press.umich.edu/9952377/sites_of_translation | multilinguals, translation | Chapters could be used in FYW | ||||||||||||||||||||
19 | Gonzales Bloom-Pojar | Laura Rachel | 2018 | A dialogue with medical interpreters about rhetoric, culture, and language. Rhetoric of Health & Medicine, 1(1-2). | View of A Dialogue with Medical Interpreters about Rhetoric, Culture, and Language | interpretation as method & practice | Supplemenetal reading for small group discussion | TC (particularly OT/health science students collaborating with T&I students) | |||||||||||||||||||
20 | Gutiérrez | Kris D. | 2008 | Devloping a sociocritical literacy in the third space, Reading Research Quarterly, 43.2 | literacy studies | FYW | |||||||||||||||||||||
21 | Itchuaqiyaq Frith | Cana Uluak Jordan | 2022 | Citational Practices as a Site of Resistance and Radical Pedagogy: Positioning the Multiply Marginalized and Underrepresented (MMU) Scholar Database as an Infrastructural Intervention. Communication Design Quarterly, 10(3), 10-19. | https://tigerprints.clemson.edu/cgi/viewcontent.cgi?article=1053&context=english_pubs | citational practices | FYW | ||||||||||||||||||||
22 | Itchuaqiyaq Matheson | Cana Uluak Breeanne | 2021 | Decolonizing Decoloniality: Considering the (Mis)use of Decolonial Frameworks in TPC Scholarship. Communication Design Quarterly, 9(1), 20-31. https://doi.org/10.1145/3437000.3437002 | https://cdq.sigdoc.org/wp-content/uploads/2022/07/CDQ_9.1_2021.pdf#page=20 | decolonization | TC | ||||||||||||||||||||
23 | Inoue | Asao | 2015 | Antiracist Writing Assessment Ecologies: Teaching and Assessing Writing for a Socially Just Future, WAC Clearinghouse | https://wac.colostate.edu/books/perspectives/inoue/ | antiracist assessment | new foundational text | FYW, TC Perhaps mainly for the teachers, but perhaps some chapters would be appropriate for courses | |||||||||||||||||||
24 | Inoue | Asao | 2019 | How do we language so people stop killing each other, Or what do we do about white language supremacy? Conference on College Composition and Communication Keynote Address | https://www.youtube.com/watch?v=brPGTewcDYY&list=PLM0cK87NcSADximz0pmSzgufNAh0D-myx&index=2&t=0s | languaging; white language supremacy | new foundational text | FYW, TC | |||||||||||||||||||
25 | Inoue | Asao | 2020 | Teaching antiracist writing. Journal of College Reading and Learning, 50(3), 134-156. | antiracist assessement; antiracist reading; reading practice; rhetorical reading practices | alongside texts that present rhetorical reading strategies/practices (e.g. Haas & Flower) | FYW | ||||||||||||||||||||
26 | Jones | Natasha N. | 2016 | The technical communicator as advocate: Integrating a social justice approach in technical communication. Journal of Technical Writing and Communication, 46(3), 342-361. | social justice in TC; advocacy | suggestions? | |||||||||||||||||||||
27 | Jones Moore Walton | Natasha N. Kristen R. Rebecca | 2016 | Disrupting the past to disrupt the future: An antenarrative of technical communication. Technical Communication Quarterly 25(4), 211-229. | https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=1790&context=english_facpub | antenarrative, social justice, methodology | suggestions? | TC | |||||||||||||||||||
28 | Medina | Cruz | 2019 | Decolonial potential in a multilingual FYC. Composition Studies 47(1), 74-95. | https://scholarcommons.scu.edu/cgi/viewcontent.cgi?article=1174&context=engl | literacies, decolonialism | read alongside Brandt's "Sponsors of Literacy" | FYW | |||||||||||||||||||
29 | Mutnick | Deborah | 2015 | The rhetorics of race and racism: Teaching writing in an age of colorblindness, Literacy in Composition Studies, 3(1). | http://licsjournal.org/OJS/index.php/LiCS/article/view/66 | anti-racist pedagogy | new foundational text | FYW | |||||||||||||||||||
30 | Nakamura | Karen | 2018 | Karen Nakamura on disability studies and race. Othering & Belonging Institute. | https://belonging.berkeley.edu/karen-nakamura-disability-studies-and-race | intersection of disability & race | Supplemental reading | TC | |||||||||||||||||||
31 | Olivas | Bernice | 2010 | Cupping the spark in our hands: ing a better understanding of the research question in inquiry-based writing. McNair Scholars Research Journal 6(1), 64-74. | Cupping the Spark in Our Hands: Developing a Better Understanding of the Research Question in Inquiry-Based Writing | inquiry, research question | "The Argument as Conversation: The Role of Inquiry in Writing a Researched Argument" by Stuart Greene | FYW | |||||||||||||||||||
32 | Pattanayak | Anjali | 2017 | There is one correct way of writing and speaking. In C. E. Ball & D. M. Loewe (Eds.), Bad ideas about writing. (pp. 82-87). Morgantown, WV: West Virginia University. | https://textbooks.lib.wvu.edu/badideas/badideasaboutwriting-book.pdf | languaging | suggestions? | FYW | |||||||||||||||||||
33 | Perryman-Clark Craig | Staci M Collin Lamont | 2020 | Black perspectives in writing program administration: From the margins to the center. National Council of Teachers of English | https://store.ncte.org/book/black-perspectives-writing-program-administration-margins-center#_=_ | Black studies, writing program adminsitration | |||||||||||||||||||||
34 | Piña | Manuel | 2020 | Who cares if Johnny writes with a pencil? Or, a hauntological historiography of materiality in composition-rhetoric. Rhetoric Review 39(2), 188-201. | materiality | Instead of or alongside "From Pencils to Pixels: The Stages of Literacy Technologies" by Dennis Baron | FYW, TC | ||||||||||||||||||||
35 | Pritchard | Eric Darnell | 2014 | Like signposts on the road': The function of literacy in constructing Black queer ancestors. Literacy in Composition Studies, 2(1), 29-56. | http://licsjournal.org/OJS/index.php/LiCS/article/view/41 | Black queer literacies, intersectionality | FYW | ||||||||||||||||||||
36 | Rawson Muñoz | Katie Trevor | 2019 | Against cleaning. Debates in the Digital Humanities | https://dhdebates.gc.cuny.edu/read/untitled-f2acf72c-a469-49d8-be35-67f9ac1e3a60/section/07154de9-4903-428e-9c61-7a92a6f22e51 | data considerations, data analysis | TC courses: how to write about data | ||||||||||||||||||||
37 | Rose Chavez | Felicia | 2021 | ||||||||||||||||||||||||
38 | Sackey | Donnie J. | 2019 | One-size-fits-none: A heuristic for proactive value sensitive environmental design. Technical Communication Quarterly 29(1), 33-48. | https://www.tandfonline.com/doi/full/10.1080/10572252.2019.1634767 | ||||||||||||||||||||||
39 | Sánchez-Martín | Cristina | 2016 | Language variation across genres: Translingualism here and there. Grassroots Writing Research Journal, 7(1), 33-43. | https://www.isuwriting.com/_files/ugd/63de80_b79cd40a481a4e66885897337db45c9c.pdf | languaging | FYW, TC | ||||||||||||||||||||
40 | Shelton | Ceci | 2019 | Shifting out of neutral: Centering difference, bias, and social justice in a business writing course. Technical Communication Quarterly 29(1), 18-32. | social justice in TC | suggestions? | TC | ||||||||||||||||||||
41 | Sun | Huatong | 2020 | Global social media design: Bridging differences across cultures. Oxford Universitiy Press. Ch2. Designing for Empowerment with a Critical Practice Approach; Ch.3 Understanding the Criticality of Differences in Cross-Cultural Design; Ch. 4 Facebook Japan: Connecting Micro to Macro with Discursive Affordances | eBook is available in the Oxford Scholarsip Online or Oxford eBooks database, depending on your library subscription | social justice, race, differences, decolonial, postcolonial, Global South, epistemic diversity, power, ideology, pedagogy, design instrument | suggestions? | TC, FYW Ch.3 is a decolonial methodological review of cultural differences that applies writing scholarship to reconsider Western design standards. Ch.4 serves as a case study to illustrate the framework with a teaching instrument | |||||||||||||||||||
42 | Thomas Stornaiuolo | Ebony Elizabeth Amy | 2016 | Restorying the self: Bending towards textual justice. Harvard Educational Review 88(3). | https://hepgjournals.org/doi/10.17763/1943-5045-86.3.313 | literacy studies, young adult education, fanfiction, restorying | FYW courses with regard to textual representation of subjectivity/experience, specifically around race | ||||||||||||||||||||
43 | Trainor | Jennifer | 2015 | Episode 27: Addressing racism in the classroom, interview with This Rhetorical Life | https://thisrhetoricallife.syr.edu/episode-27-addressing-racism-in-the-classroom/ | anti-racist pedagogy | new foundational text | FYW | |||||||||||||||||||
44 | Tuck Yang | Eve K. Wang | 2012 | Decolonization is not a metaphor. Decolonization: Indigeneity, Education & Society 1(1), 1-40. | https://clas.osu.edu/sites/clas.osu.edu/files/Tuck%20and%20Yang%202012%20Decolonization%20is%20not%20a%20metaphor.pdf | decolonization | FYW, TC | ||||||||||||||||||||
45 | Vasuvedan | Lalitha | 2013 | Literacies in a participatory, multimodal world: The arts and aesthetics of Web 2.0. Language Arts 88(1), 43-50. | https://pdfs.semanticscholar.org/9759/2634447911e8d7994a92c57f20c4c9a4fe3b.pdf (link does not match citation but is the correct text) | multimodality | suggestions? | FYW | |||||||||||||||||||
46 | Villanueva | Victor | 2015 | Writing provides a representation of ideologies and identities. in L. Adler-Kassner & E. Wardle (Eds.), Naming what we know: Threshold concepts of writing studies. (pp. 57-58). Logan: Utah State University Press. | identity, threshold concept | FYW, TC | |||||||||||||||||||||
47 | Wilson | Shawn | 2008 | On the research journey. in Research is ceremony: Indigenous research methods. (pp. x-x). Fernwood Publishing. | method/ology | FYW, TC | |||||||||||||||||||||
48 | Young | Vershawn Ashanti | 2010 | Should writers use they own English? Iowa Journal of Cultural Studies 12(1), 110-118. | https://ir.uiowa.edu/cgi/viewcontent.cgi?article=1095&context=ijcs | suggestions? | FYW | ||||||||||||||||||||
49 | Young | Vershawn Ashanti | 2009 | "Nah, we straight": An argument against code switching. JAC, 29(1/2), 49-76. | code meshing | FYW | |||||||||||||||||||||
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