We Belong in the Discussion: Including HBCUs in Conversations about Race and Writing

Abstract

In this article, we argue that HBCU composition faculty members impact the composition field through our innovative and unorthodox tactics that we label cross-boundary discourse, discursive homeplacing, and safe harboring. Our goal is to show that HBCUs are unique sites of inquiry and poised to be at the forefront of conversations about race and writing because of our institutional contexts and the student populations with whom we work each day.

Chapter 4. Critiquing the "Networked Subject" of Anti-racism: Toward a More Empowered and Inclusive "We" in Rhetoric and Composition

“…This finding was driven primarily by the single historically Black university in our sample: when this was removed, this correlation disappeared. This finding suggests the need to study classroom infrastructure and scheduling at HBCUs specifically (echoing calls bySias & Moss, 2011;Jackson et al, 2019; and others to correct the underrepresentation of HBCUs in writing studies research overall), to investigate whether the tendency to teach writing in lecture halls is characteristic of HBCUs generally or whether the institution included in our sample is an anomaly.…”

Chapter 18. Engaging in Resistant Genres as Antiracist Teacher Response

“…I find it necessary to talk about the voices we hear in research and the sites in which those voices come from since they often inform what many teachers do in practice, especially in literature like teacher response. Acknowledging absences and needs for expansion Jackson et al, 2019) is critical to this antiracist framework for response. Twelve Readers Reading becomes an opportunity to talk about different institutional locations, and then it becomes a starting point for us to observe and investigate response as a dynamic genre in assessment ecologies.…”