Performing Antiracist Pedagogy in Rhetoric, Writing, and Communication
- advice, antiracism, Pedagogy, literary analysis, Social Justice, social change, racism, race, rhetorical theory
Edited by Frankie Condon and Vershawn Ashanti Young
Copy edited by Brandy Bippes. Designed by Tara Reeser.
In Performing Antiracist Pedagogy, Frankie Condon and Vershawn Ashanti Young seek to help create openings to address race and racism not only in course readings and class discussion in writing, rhetoric, and communication courses but also in wider public settings. The contributors to this collection, drawn from a wide range of disciplines, urge readers to renew their commitment to intelligently and publicly deliberate race and to counteract the effects of racism. The book is both theoretically rigorous and practical, providing readers with insightful analyses of race and racism and useful classroom suggestions and examples.
Table of Contents
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Foreword: On Antiracist Agendas, Asao B. Inoue
DOI: 10.37514/ATD-B.2016.0933.1.2
Introduction, Frankie Condon and Vershawn Ashanti Young
DOI: 10.37514/ATD-B.2016.0933.1.3
Section One. Actionable Commitments
Making Commitments to Racial Justice Actionable, Rasha Diab, Beth Godbee, and Thomas Ferrell with Neil Simpkins
DOI: 10.37514/ATD-B.2016.0933.2.01
Teaching African American Discourse: Lessons of a Recovering Segregationist, Calvin M. Logue
DOI: 10.37514/ATD-B.2016.0933.2.02
A Plea for Critical Race Theory Counterstory: Stock Story vs. Counterstory Dialogues Concerning Alejandra's "Fit" in the Academy, Aja Y. Martinez
DOI: 10.37514/ATD-B.2016.0933.2.03
Reframing Race in Teaching Writing Across the Curriculum, Mya Poe
DOI: 10.37514/ATD-B.2016.0933.2.04
Section Two. Identity Matters
The Myth of the Colorblind Writing Classroom: White Instructors Confront White Privilege in Their Classrooms, Octavio Pimentel, Charise Pimentel, and John Dean
DOI: 10.37514/ATD-B.2016.0933.2.05
Deconstructing Whiteliness in the Globalized Classroom, Dae-Joong Kim and Bobbi Olson
DOI: 10.37514/ATD-B.2016.0933.2.06
Why Am I So Damaged?, Deatra Sullivan
DOI: 10.37514/ATD-B.2016.0933.2.07
Section Three. In the Classroom
"Whiteboys": Autoethnography, Internalized Racism, and Composition at the University's Gateway, Sophia Bell
DOI: 10.37514/ATD-B.2016.0933.2.08
Writing and Unwriting Race: Using Hip-Hop in Writing and Literature Classrooms, Jessica Parker
DOI: 10.37514/ATD-B.2016.0933.2.09
Dangerous Play: Race and Bakhtin in a Graduate Classroom, Timothy Lensmire, Nathan Snaza, Rebecca Nathan, Susan Leigh Brooks, and Chiara Bacigalupa
DOI: 10.37514/ATD-B.2016.0933.2.10
Epilogue, Frankie Condon and Vershawn Ashanti Young
DOI: 10.37514/ATD-B.2016.0933.3.2
About the Editors
Frankie Condon is associate professor in the Department of English Language and Literature at the University of Waterloo in Ontario, Canada. Frankie's books include I Hope I Join the Band: Narrative, Affiliation and Antiracist Rhetoric and The Everyday Writing Center: A Community of Practice (both published by Utah State University Press). She is currently completing research for her next book, Absolute Equality: The Radical Precedents of Post-Racial Rhetorics in the 21st Century. This work is funded by a grant from the Social Sciences and Humanities Research Council of Canada. Frankie's articles have appeared in such journals as College Teaching, Writing Center Journal, and Praxis. In addition to her work as a teacher, scholar, and writer, Frankie frequently consults with secondary and postsecondary schools in the area of cultural competence and antiracism. She serves as an antiracism trainer and provides support for institutions seeking to develop antiracist leadership from within. Frankie lives in Waterloo with her partner, children, two dogs, a cat, and a chinchilla named Sid.
Vershawn Ashanti Young is a member of the faculty of arts at the University of Waterloo, Canada. He has also served on the faculties of the University of Iowa and the University of Kentucky. He teaches communication, English, and performance studies. He serves as a consultant to schools and organizations in the areas of cultural competency and diversity. He values collaboration and has authored or co-authored several books, including Other People's English: Code Meshing, Code Switching, and African American Literacy (Teachers College Press 2014). His articles have appeared in African American Review, American Literary History, PMLA, College Communication and Composition, Journal of Advanced Composition and Souls. For the past decade, he has been developing the concept of code-meshing, using multiple Englishes and dialects in formal written and oral communication in school and at work. For more on code-meshing and Vershawn, see http://dr-vay2014.wix.com/vershawn-young.
Publication Information: Condon, F., & V. A. Young (Eds.). (2016). Performing Antiracist Pedagogy in Rhetoric, Writing, and Communication. The WAC Clearinghouse; University Press of Colorado. https://doi.org/10.37514/ATD-B.2016.0933
Digital Publication Date: September 17, 2016
Print Publication Date: January 9, 2017
ISBN: 978-1-64215-093-3 (PDF) | 978-1-64215-094-0 (ePub) | 978-1-60732-649-6 (pbk.)
DOI: 10.37514/ATD-B.2016.0933
Contact Information:
Frankie Condon: fcondon@uwaterloo.ca
Vershawn Ashanti Young: v2young@uwaterloo.ca
Reviews
Review by Natasha Tinsley, University of Oklahoma, Winter, 2017
Across the Disciplines Books
Series Editor: Michael A. Pemberton, Georgia Southern University
This book is available in whole and in part in Adobe's Portable Document Format (PDF). It is also available in a low-cost print edition from our publishing partner, the University Press of Colorado.
Copyright © 2016 Frankie Condon and Vershawn Ashanti Young. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 International License. 252 pages, with notes, illustrations, and bibliographies. Available in print from University Press of Colorado as well as from any online or brick-and-mortar bookstore. Available in digital format for no charge on this page at the WAC Clearinghouse. You may view this book. You may print personal copies of this book. You may link to this page. You may not reproduce this book on another website. For permission requests and other questions, such as creating a translation, please contact the copyright holder.