Guest editors: Frankie Condon, University of Waterloo, and Vershawn Ashanti Young, University of Kentucky
Despite widely circulated pronouncements of the death of racism in the U.S. following the election of President Barack Obama, politicians continue to appeal to race as a means of galvanizing their (predominantly white) bases, legislation across the States taps into deeply held racist beliefs and connects those beliefs with notions of citizenship and national identity, and efforts are underway nationwide to limit the ability of teachers and students to study the history of race and racism in the U.S. as well as the cultural and scholarly production of artists and intellectuals of color. This special issue helps meet a pressing need to continue and deepen a critical dialogue about race matters, particularly in classrooms that take up the pedagogical aims of synthesis, analysis, argumentation, persuasion and presentation, in short, the teaching of rhetoric and writing.
Introduction: Why Anti-Racist Activism? Why Now?
Vershawn Ashanti Young and Frankie Condon
Re-Framing Race in Teaching Writing Across the Curriculum
"Going there": Peer Writing Consultants' Perspectives on the New Racism and Peer Writing Pedagogies
The Legion of "Going There" (Phil Zhang, Jessie St. Amand, J Quaynor, Talisha Haltiwanger, Evan Chambers, Geneva Canino, and Moira Ozias
Critical Race Theory Counterstory as Allegory: A Rhetorical Trope to Raise Awareness About Arizona's Ban on Ethnic Studies
Deconstructing Whiteliness in the Globalized Classroom
Dae-Joong Kim and Bobbi Olson
Making Commitments to Racial Justice Actionable
Rasha Diab, Thomas Ferrel, Beth Godbee, and Neil Simpkins
Condon, Frankie & Young, Vershawn Ashanti (Eds.). (2013, August 7). Anti-racist activism: Teaching rhetoric and writing [Special Issue]. Across the Disciplines, 10. Retrieved from https:/wac.colostate.edu/atd/special/race