Abstract
Conceptualized as writing for justice, I offer close-scrutiny and analyses of teaching artifacts that animate my course syllabi in order to understand how first-year composition (FYC) courses might function as a vehicle for advancing social justice. Specifically, this essay offers a framework for enabling students with the critical capacities to transfer social justice knowledge from the classroom to the street. With close readings of my curricula and borrowing from the scholarship on knowledge transfer studies (Bawarshi & Reiff 2011; Beaufort 2007; Yancey 2011), I bridge the theoretical framework of writing for justice to a practice of writing for justice in curriculum design and development. As I argue here, this aspect of the curriculum provides the framework for crafting a FYC curriculum that aims to transform undergraduate students’ cognitive schemas by forming new “impressions” (Ahmed 2004) of social justice.References
Adams, Maurianne, Lee Anne Bell, and Pat Griffin. Teaching for Diversity and Social Justice. 2nd ed. New York: Routledge, 2007. Print.
Ahmed, Sara. The Cultural Politics of Emotion. New York: Routledge, 2004. Print
Alexander, M Jacqui. Pedagogies of Crossing: Meditations on Feminism, Sexual Politics, Memory, and the Sacred. Durham: Duke UP, 2005. Print.
Allen, Myria, Lynne M. Webb, and Kandi L. Walker. “Feminist Pedagogy: Identifying Basic Principles.” Academic Exchange Quarterly 6 (2002): 67-72. Web.
Althusser, Louis. “Ideology and Ideological State Apparatuses.” Lenin and Philosophy and Other Essays. New York: Monthly Review Press, 2001. 85-126. Print.
Anzaldúa, Gloria. Borderlands/La Frontera: The New Mestiza. San Francisco: Aunt Lute, 1987. Print.
Beaufort, Anne. College Writing and Beyond: A New Framework for University Writing Instruction. Logan: Utah State UP, 2007. Print.
Binder, Amy. Becoming Right: How Campuses Shape Young Conservatives. Princeton: Princeton UP, 2013. Print.
Binder, Amy, Daniel B. Davis and Nick Bloom. "Career Funneling: How Elite Students Learn to Define and Desire ‘Prestigious’ Jobs." Sociology of Education 89.1(2016): 20-39. Web.
Boler, Megan. Feeling Power: Emotions and Education. Hoboken: Taylor & Francis, 1999. Web.
Bonilla-Silva, Eduardo. Racism without Racists: Color-blind Racism and the Persistence of Racial Inequality in the United States. 3rd ed. Lanham: Rowman & Littlefield, 2009. Print.
---. "Rethinking Racism: Toward a Structural Interpretation." American Sociological Review 62.3 (1996): 465-80. Web.
Bracher, Mark. Literature and Social Justice: Protest Novels, Cognitive Politics, and Schema Criticism. Austin: UT Press, 2014. Print.
Bransford, John and D. Schwartz. “Rethinking Transfer: A Simple Proposal with Multiple Implications.” Review of Research in Education 24 (1999): 61-100. Web.
Brent, Doug. Reading as Rhetorical Invention: Knowledge, Persuasion, and the Teaching of Research-based Writing. Urbana: National Council of Teachers of English, 1992. Print.
Charmaz, Kathy. “The Power of Constructivist Grounded Theory for Critical Inquiry.” Qualitative Inquiry 23.1 (2017): 34-45. Web.
---. Constructing Grounded Theory: A Practical Guide through Qualitative Analysis. London: Sage Publications, 2006. Print.
---. "Looking Backward, Moving Forward: Expanding Sociological Horizons in the Twenty-first Century." Sociological Perspectives 43.4 (2000): 529-47. Web.
Chatelain, Marcia. “Teaching the #FergusonSyllabus.” DissentMagazine.org, 28 Nov. 2014. Web. 23 March 2015.
Du Bois, W. E. B. The Souls of Black Folk. Boulder: Paradigm, 2004. Print.
Edward. “Portfolio for ENGL 111- Winter 2016.” Unpublished essay, 16 March 2016.
Engle, Randi A., Diane P. Lam, Xenia S. Meyer, and Sarah E. Nix. "How Does Expansive Framing Promote Transfer? Several Proposed Explanations and a Research Agenda for Investigating Them." Educational Psychologist 47.3 (2012): 215-31. Web.
Freire, Paulo. Pedagogy of the Oppressed. 30th Anniversary ed. New York: Continuum, 2000. Print.
Giroux, Henry. “Academic Freedom Under Fire: The Case for Critical Pedagogy.” College Literature 33.4 (2006): 1-42. Web.
---. “Beyond the Ivory Tower: Public Intellectuals and the Crisis of Higher Education.” Higher Education Under Fire: Politics, Economics, and the Crisis of the Humanities. Eds. Michael Bérubé and Cary Nelson. New York: Routledge, 1995. 238-258. Print.
---. “Insurgent Multiculturalism and the Promise of Pedagogy.” Multiculturalism: A Critical Reader. Ed. David Theo Goldberg. Cambridge: Blackwell, 1994. 325-343. Print.
Harvey, David. A Brief History of Neoliberalism. Oxford: Oxford University Press, 2005. Print.
Hoffman, Frances L. and Jayne E. Stake. "Changes in Student Social Attitudes, Activism, and Personal Confidence in Higher Education: The Role of Women's Studies." American Educational Research Journal 38.2 (2001): 411. Web.
---. "Feminist pedagogy in theory and practice: An empirical investigation." NWSA Journal (1998): 79-97. Web.
hooks, bell. “The Oppositional Gaze.” Black Looks: Race and Representation. Boston: South End, 1992. 115-131. Web.
---. Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge, 1994. Print.
---. “Toward a Revolutionary Feminist Pedagogy.” Talking Back: Thinking Feminist, Thinking Black. Boston: South End, 1989. 49-54. Print.
Hong, Grace Kyungwon. Ruptures of American Capital: Women of Color Feminism and the Culture of Immigrant Labor. Minneapolis: U of Minnesota, 2006. Print.
Kempf, Arlo. “Anti-Colonial Historiography: Interrogating Colonial Education.” Anti-colonialism and Education: The Politics of Resistance. Eds. George Jerry Sefa Dei and Arlo Kempf. Rotterdam: Sense Publishers, 2006. 129-158. Print.
Kim, Gene and Arlyn Arquiza. State of Diversity at UW—All Campuses. Seattle: University of Washington, Office of Minority Affairs and Diversity, 11 Feb. 2016. Web. 20 July 2016.
Marzano, Robert J. Building Background Knowledge for Academic Achievement: Research on What Works in Schools. Alexandria: Association for Supervision and Curriculum Development, 2004. Print.
McLaren, Peter. “White Terror and Oppositional Agency: Towards a Critical Multiculturalism.” Multiculturalism: A Critical Reader. Ed. David Theo Goldberg. Cambridge: Blackwell, 1994. 45-74. Print.
Melamed, Jodi. Represent and Destroy: Rationalizing Violence in the New Racial Capitalism. Minneapolis: U of Minnesota, 2011. Print.
Mohanty, Chandra Talpade. “Race, Multiculturalism, and Pedagogies of Dissent.” Feminism without Borders: Decolonizing Theory, Practicing Solidarity. Durham: Duke UP, 2003. 190- 220. Print.
---. "Under Western Eyes: Feminist Scholarship and Colonial Discourses." Feminist Review 30 (1988): 61-88. Web.
Nowacek, Rebecca S. Agents of Integration: Understanding Transfer as a Rhetorical Act. Carbondale: Southern Illinois UP, 2011. Print.
Perkins, D., and Gavriel Salomon. “Knowledge to Go: A Motivational and Dispositional View of Transfer." Educational Psychologist 47.3 (2012): 248-58. Web.
---. "Teaching for Transfer." Educational Leadership 46.1 (1988): 22-32. Web.
Reiff, Mary Jo and Anis Bawarshi. “Tracing Discursive Resources: How Students Use Prior Genre Knowledge to Negotiate New Writing Contexts in First-Year Composition.” Written Communication 28.3 (2011): 312-337.
Sandoval, Chela. Methodology of the Oppressed. Minneapolis: U of Minnesota, 2000. Print.
---. “U.S. Third World Feminism: The Theory and Method of Oppositional Consciousness in the Postmodern World.” Genders 10 (1991): 1-24. Web.
Shaull, Richard. “Foreword.” Pedagogy of the Oppressed. By Paulo Freire. 30th Anniversary ed. New York: Continuum, 2000. 29-34. Print.
Sheth, Falguni A. “Why Our Best Students Are Totally Oblivious.” Salon.com, 13 Sept. 2013. Web. 17 June 2015.
Stenberg, Shari J. Repurposing Composition Feminist Interventions for a Neoliberal Age. Boulder: Utah State UP, 2015. Web.
Stitzlein, Sarah Marie. Teaching for Dissent: Citizenship Education and Political Activism. Boulder: Paradigm, 2012. Print.
Yancey, Kathleen Blake. Teaching Literature as Reflective Practice. Urbana: National Council of Teachers of English, 2004. Print.