@article{Rodríguez_2019, title={Pedagogies of Refusal: What it Means to (Un)teach a Student Like Me}, volume={115}, url={https://radicalteacher.library.pitt.edu/ojs/radicalteacher/article/view/672}, DOI={10.5195/rt.2019.672}, abstractNote={<span>This analysis addresses the need to develop an ethos of decolonial refusal in Composition Studies and the academy in general, arguing that refusal is a livening rhetorical strategy of survival that challenges colonial futurity (Tuck and Yang), is generative and generous (McGranahan), and opens liminal space (Anzaldua, García-Peña, Lugones) for existing in predominantly white institutions — not at the margins nor centers but at the places of transformative possibility and deep relationality (Ahmed, Bilge and Collins). Focusing on refusal as performative, rhetorical, and <em>undisciplined</em>(Pough, Durham), and following in the lineage of Black and Third World feminist and Critical Race theories on narratives as political tools, I share a constellation of experiences from organizing spaces to graduate education to forward a multi-modal pedagogy of refusal in composition. </span><span>More specifically, I share this piece, which bridges academic critique, with counternarratives, mini-<em>diálogos</em>, and art prints to signal to the composing practices that are possible and necessary in our shared classroom. </span>}, journal={Radical Teacher}, author={Rodríguez, Yanira}, year={2019}, month={Nov.}, pages={5–12} }