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The tension of writing across the curriculum, a subservient and subversive curricular movement

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dc.contributor.authorNorwood-Klingstedt, Matthew, author
dc.contributor.authorDoe, Sue R., advisor
dc.contributor.authorCarter, Genesea M., committee member
dc.contributor.authorAragon, Antonette, committee member
dc.date.accessioned2020-09-07T10:08:25Z
dc.date.available2020-09-07T10:08:25Z
dc.date.issued2020
dc.description.abstractA Writing Across the Curriculum Program (or proponent or article) that does not seek to transform the classroom into a locus of consciousness-raising and liberating education is not one that is in keeping with the original intentions of WAC because it, along with Writing Studies and Rhetoric and Composition, has traditionally worked towards a more socially just academy. Antiracism is of paramount importance to the field of Rhetoric and Composition and, specifically, WAC because engaging in discussions of racial and language diversity is central to the objectives of writing instruction and consistent with the social justice aims of the field of Rhetoric and Composition. The question of whose language is valued and accepted—and, therefore, who is promoted and valued—is at the heart of all these curricular movements. To fail to make strides towards the integration of antiracist pedagogy and theory with WAC is a failure to listen to students and to anticipate their needs. I found that two of the most well-known and regarded WAC-focused journals, The WAC Journal and Across the Disciplines, show a lack of focus on antiracist pedagogy and theory. It appears as though, at least when looking at articles written for these publications from 2015-2019, current scholarship does not create space for antiracist educational pedagogy and theory. Based on the silence surrounding the topic within WAC-focused publications, there seems to be a sort of willful naivety within WAC with regards to social justice. WAC is not considering how it might integrate antiracism within its main publications. To provide an example of a journal that does create space for antiracist educational pedagogy and theory and to ensure my methodological tool could be applied, I selected four articles from Research in the Teaching of English that lent themselves to comparative analysis. Because antiracism is a fundamental shift in how to teach, who to value, what to value, and the way to present ourselves, I make three recommendations for WAC scholars that immediately move to integrate antiracism.
dc.format.mediumborn digital
dc.format.mediummasters theses
dc.identifierNorwoodKlingstedt_colostate_0053N_16087.pdf
dc.identifier.urihttps://hdl.handle.net/10217/211990
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2020-
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.subjectcomposition
dc.subjectsocial change
dc.subjectwriting across the curriculum
dc.subjectrhetoric
dc.subjectantiracism
dc.subjectWAC
dc.titleThe tension of writing across the curriculum, a subservient and subversive curricular movement
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEnglish
thesis.degree.grantorColorado State University
thesis.degree.levelMasters
thesis.degree.nameMaster of Arts (M.A.)

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