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Noting a lack of sustained and productive dialogue about race in university writing center scholarship, the editors of this volume have created a rich resource for writing center tutors, administrators, and scholars. Motivated by a scholarly interest in race and whiteness studies, and by an ethical commitment to anti-racism work, contributors address a series of related questions: How does institutionalized racism in American education shape the culture of literacy and language education in the writing center? How does racism operate in the discourses of writing center scholarship/lore, and how may writing centers be unwittingly complicit in racist practices? How can they meaningfully operationalize anti-racist work? How do they persevere through the difficulty and messiness of negotiating race and racism in their daily practice? The conscientious, nuanced attention to race in this volume is meant to model what it means to be bold in engagement with these hard questions and to spur the kind of sustained, productive, multi-vocal, and challenging dialogue that, with a few significant exceptions, has been absent from the field.

Table of Contents

  1. Cover
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  1. Frontmatter
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  1. Contents
  2. pp. v-vi
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  1. Acknowledgments
  2. pp. vii-ix
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  1. Introduction: A Call to Action
  2. pp. 1-14
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  1. Part 1: Foundational Theories on Racism, Rhetoric, Language, and Pedagogy
  2. p. 15
  1. 1. The Rhetorics of Racism: A Historical Sketch
  2. pp. 17-32
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  1. 2. The “Standard English” Fairy Tale: A Rhetorical Analysis of Racist Pedagogies and Commonplace Assumptions about Language Diversity
  2. pp. 33-60
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  1. 3. Should Writers Use They Own English?
  2. pp. 61-72
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  1. Part 2: Toward an Antiracist Praxis for Writing Centers
  2. p. 73
  1. 4. Retheorizing Writing Center Work to Transform a System of Advantage Based on Race
  2. pp. 75-100
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  1. 5. Bold: The Everyday Writing Center and the Production of New Knowledge in Antiracist Theory and Practice
  2. pp. 101-123
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  1. 6. Beyond the “Week Twelve Approach”: Toward a Critical Pedagogy for Antiracist Tutor Education
  2. pp. 124-149
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  1. 7. Organizing for Antiracism in Writing Centers: Principles for Enacting Social Change
  2. pp. 150-174
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  1. Part 3: Research, Critical Case Studies and the Messiness of Practice
  2. p. 175
  1. 8. Bias in the Writing Center: Tutor Perceptions of African American Language
  2. pp. 177-191
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  1. 9. Diversity as Topography: The Benefits and Challenges of Cross Racial Interaction in the Writing Center
  2. pp. 192-210
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  1. 10. Racial Literacy and the Writing Center
  2. pp. 211-227
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  1. 11. Breaking the Silence on Racism through Agency within a Conflicted Field
  2. pp. 228-252
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  1. Part 4: Stories of Lived Experience
  2. p. 253
  1. 12. “The Quality of Light”: Using Narrative in a Peer Tutoring Class
  2. pp. 255-272
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  1. 13. Caught in a Firestorm: A Harsh Lesson Learned Teaching AAVE
  2. pp. 273-289
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  1. 14. On the Edges: Black Maleness, Degrees of Racism, and Community on the Boundaries of the Writing Center
  2. pp. 290-299
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  1. Index
  2. pp. 300-301
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  1. About the Authors [Includes Back Cover]
  2. pp. 302-303
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Additional Information

ISBN
9780874218626
Related ISBN
9780874218619
MARC Record
OCLC
759521008
Pages
314
Launched on MUSE
2012-01-01
Language
English
Open Access
No
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