I think we can all agree that this is true. There is no “color blindness,” and if that was possible, it would likely just erase minority group identity rather than to contribute to a feeling of equality. What do we, as teachers and as human beings, do with this knowledge? How do we factor this into our pedagogy?
2) On page 284 of “A Multimodal Task-Based Framework for Composing,” Jody Shipka recalls a Robert Connors quote that concerns an “inescapable question” for composition instructors: "Should [one] emphasize honest, personal writing? stress academic, argumentative, or practical subjects? or try somehow to create a balance between these discourse aims?”
How do you, as a current or future comp instructor, feel about this question? What is the proper balance?
Hi, Nick,
ReplyDeleteGreat first question. (Your second is wonderful too, but I'll be focusing on the first.) I really valued Inoue's conversation about the body and the various rhetorical sign vehicles that mark our identities. Like you said, there is no "color blindness," and instead of attempting to erase identity in the classroom, we should: a) encourage conversations around and grapple with notions of privilege and intersectionality in our pedagogy. This can be incorporated into the analysis and research that we ask our students to do. There are countless readings on privilege that would be accessible to an 1101 or 2135 course as well in order to introduce these concepts, and would be relevant in any strand; b) Be open about our own identities. I often read as queer to the people I meet (which is good, because I am.). Like Rita mentioned in class, I intend to come out to my classes so they know identity has a seat at the table in our classroom; c) encourage personal narratives that express experiences with identity; d) Decolonize our classrooms: incorporate readings from an array of experiences that do not privilege only white, elite voices, collect and implement resources from marginalized voices, etc.; e) Avoiding tokenization and, as Rita said, modeling the "flavor of the week" approach with the readings and resources we implement.
And countless others.
Where I struggle is the institutional pushback. I agree with Inoue with every fiber of my being. But when we want to be advocates for our students and the institution resists, what do we do as individual instructors? Do we organize and push to redefine what writing in the academy and the profession means? And how do we take these conversations beyond academia? And, even if we make strides in college classrooms, corporate America is is still out here being awful. What can we do for our impact to reach even further than the campuses we teach on? And how long will that take?
Okay, I've typed a lot. In short, there is a lot that can be done. And even more work to do beyond that. I don't have all the answers. I don't think of us do as individuals. We can implement better pedagogy, sure, but we need to collectively work at this.
Lastly, I hope all of this made sense.
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