Edited by Kristine L. Blair and Lee Nickoson
Copy edited by Brandy Bippes. Designed by Mike Palmquist.
This edited collection offers self-reflexive, critical accounts of how feminist writing studies scholars variously situated within rhetoric, composition, and literacy studies plan, implement, examine, and represent community-based inquiry and pedagogy. Readers will gain insight into the hows and whys involved with this important disciplinary work. Sharing a commitment to social change, the twenty-one chapter discussions and five course designs complicate and continue to evolve possibilities for how we conceptualize writing research and teaching as deeply collaborative, inclusive, and reciprocal practices.
Introduction. Researching and Teaching Community as a Feminist Intervention, Kristine L. Blair and Lee Nickoson
Part 1. Methodology
Chapter 2. Reciprocity as Epicenter: An 'After-Action Review,' Mariana Grohowski
Chapter 3. Methodology & Accountability: Tracking Our Movements as Feminist Pedagogues, Emily Ronay Johnston
Chapter 4. Listening to Research as a Feminist Ethos of Representation, Lauren Rosenberg and Emma Howes
Part 2. Partnerships
Chapter 6. Building Engaged Interventions in Graduate Education, Keri E. Mathis and Beth A. Boehm
Chapter 7. Learning Together Through Campus-Community Partnerships, Jenn Brandt and Cara Kozma
Chapter 8. Crafting Partnerships: Exploring Student-Led Feminist Strategies for Community Literacy Projects, Kelly Concannon, Mustari Akhi, Morgan Musgrove, Kim Lopez, and Ashley Nichols
Chapter 9. Ohio Farm Stories: A Feminist Approach to Collaboration, Conversation, and Engagement, Christine Denecker and Sarah Sisser
Part 3. Activism
Part 4. Praxis
Chapter 18. Trans/feminist Practice of Collaboration in the Art Activism Classroom, Ames Hawkins and Joan Giroux
Chapter 19. Coming Out as Other in the Graduate Writing Classroom: Feminist Pedagogical Moves for Mentoring Community Activists, Jess Tess, Trixie G. Smith, and Katie Manthey
Chapter 20. Safely Social: User-Centered Design and Difference Feminism, Douglas M. Walls, Brandy Dieterle, and Jennifer Roth Miller
Part 5. Course Designs
Afterword, Krista Ratcliffe
Kristine L. Blair is Professor of English and Dean of the College of Liberal Arts and Social Sciences at Youngstown State University. Throughout her career, she has taught courses in digital composing, research methods, scholarly publication, and media and cultural studies. In addition to her publications in the areas of gender and technology, online learning, and graduate student mentoring, Blair currently serves as editor of Computers and Composition print and online.
Lee Nickoson is Associate Professor of English and Director of the General Studies Writing Program at Bowling Green State University. Her teaching experiences and interests span undergraduate and graduate courses and include a shared investment in collaborating with student writers in investigations of writing as a form of activism. In her research, she employs a feminist approach to inquiry that celebrates collaboration, reciprocity, and thoughtful play.
Publication Information: Blair, K. L., & Nickoson, L. (2018). Composing Feminist Interventions: Activism, Engagement, Praxis. Perspectives on Writing. Fort Collins, Colorado: The WAC Clearinghouse and University Press of Colorado. Available at https://innovationtest2.colostate.edu/books/perspectives/feminist/
Web Publication Date: June 19, 2018.
Print Publication Date: January 17, 2019.
Series Editors: Susan H. McLeod, University of California, Santa Barbara; Rich Rice, Texas Tech University
Copyright © 2018 Kristine L. Blair and Lee Nickoson. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 United States License. 528 pages, with notes, illustrations, and bibliographies. This book is available in print from University Press of Colorado as well as from any online or brick-and-mortar bookstore. Available in PDF and ePub 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.