“To Be Real”

Introductory Bio

Joseph Janangelo is immediate past President of the Council of Writing Program Administrators (wpacouncil.org) and associate professor of English at Loyola University Chicago where he teaches courses in composition, theory, and visual rhetoric. His publications include Resituating Writing: Constructing and Administering Writing Programs (with Kristine Hansen) and Theoretical and Critical Perspectives on Teacher Change. Joe's articles have appeared in such journals as College Composition and Communication, College English, Journal of Teaching Writing, Rhetoric Review, and WPA: Writing Program Administration. A longtime volunteer tutor for children living at Chicago House (a residence for families impacted by HIV/AIDS) and for adults incarcerated at Chicago's correctional facilities, Joe has often seen evincing support for some of the ideas and ideals that get called "diversity." In this blog, Joe and his friend Professor Doug Hesse debate that contested and mercurial concept.


Blog Entry

I begin with the saying: “difference is the difference that makes a difference.” Of those words, we might wonder: what makes a difference for whom and to what? In asking such questions, our work both flounders and flourishes.

To me, diversity is not a thing; it’s not a SIG, a journal’s special issue, or a specific initiative. I suggest configuring diversity as viral--everywhere at once--multiply situated (comprising ethnicity, gender, sexuality, faith, experience, age, and aspirations/inhibitions) and peripatetic--always traveling, visiting, planting, threatening and, for some, behaving parasitically.

As teachers, we might ask: if diversity is so complicated, then how can we be inclusive while getting things done? One way is to visit its interests on every committee–to ask as we work--who might see or have problems working and living with the ideas, approaches or artifacts under discussion? That could mean seeing the difficulties, complications, and resentments within the alleged “opportunities.”

Two texts inform this view. One is Karen H. Anthony’s Designing for Diversity: Gender, Race, and Ethnicity in the Architectural Profession. Anthony discusses architecture—the spaces where we live and work—and notes that most structures are made for one kind of user, the able-bodied heterosexuals. She warns that “ironically, unless drastic changes are made, the profession will likely continue to alienate those diverse members that it needs most” (181).

Another text is Harry C. Denney’s Facing the Center: Toward an Identity Politics of One-to-One Mentoring. Denny describes writing centers as sites of diversity in action and in partial hiding, because identities are developed across perceptions of race and ethnicity, class, sex and gender, and nationality. Admirably self-critical, Denny writes that he “tend[s] toward warm and fuzzy conversations about diversity that raise consciousness but rarely upset or threaten—especially myself” (33). Admitting privilege/vulnerability as a white gay man, he wants students and tutors to work together by “parlaying shared experiences to new contexts, rhetorical conversations, and academic genres.” He writes, “The trick to pulling off that sort of conversation is honoring experience without the student coming to feel objectified or patronized” (79).

Seeding Change

Anthony's and Denny’s work resonated when Joyce Middleton asked me, “What experiences with the Council of Writing Program Administrators (CWPA) have informed your concept of diversity?” At CWPA, our members, Executive Board, and leaders work to make our organization more open to the needs of the staff, faculty, and student constituencies we serve (in both a responsive and anticipatory sense). Our work includes:

Seeking and Valuing Intake
WPA continually experiments with ways of learning about, and acting on, members’ concerns. Our conference features a session called “WPA Listens,” where members discuss their mentoring needs and volunteer their expertise. In other sessions called “Meet the Executive Board,” members raise their concerns with 4-5 Board members in informal conversations. We also use idea cards (a practice started by past President Shirley Rose) so that members’ needs can immediately direct our organizational actions.

Focusing on the Work, Not the Title

Much WPA scholarship takes university models as tacit design concepts. Jeff Klausman
(Whatcom Community College) and I are currently conducting interviews to learn about WPA work at community-colleges which are often undervalued sites of creativity and instruction.

Mentoring Diversity

Since 2009, Tim Dougherty (a graduate student at Syracuse University), Michele Eodice (immediate past president of the International Writing Centers Association), Duane Roen (Arizona State University, Vice-President CWPA), Sheldon Walcher (Roosevelt University) and I have collaborated on “The WPA Mentoring Project.” As co-chairs, we approach mentoring from multiple perspectives. Recognizing that our members are multiply situated, we don’t assume that one definition or approach fits many, much less all, graduate students, adjunct and full-time teachers, Writing Center Directors, and WPAs.

To invite conversation, we circulate online surveys (designed by Sheldon) to get membership input about things WPA needs to change or improve. We then post our findings at http://www.wpacouncil.org/mentoring_report. This post helps us to find members' suggestions for organizational action. So far this has resulted in redesigning signature events (for example, the WPA Breakfast is becoming more interactive than ever), and there are more member-driven sessions at the WPA Conference. Another strategy we use is to thread inclusive comments into our pre-conference institutes. In 2008, WPA offered an institute to help teachers address the needs of English Language Learners. In 2009, we invited Doug Hesse, Susanmarie Harrington and Duane Roen to lead an institute to help experienced WPAs achieve mid-career renewal.

Lest this sound like unfettered good news, let’s remember Anthony’s idea that without major change, organizations “continue to alienate those diverse members that it needs most” (181). Those “warm and fuzzy conversations” (33) may leave people “feeling objectified or patronized” (Denny 79). My hope is that we can use any “progress” as provocations for more change.

The following ideas are on my "keep (re)doing” list:

--Be leery of inherited designs. Re-read your organization’s documents and practices with a critical eye and revise them as needed;

--Make changes, but don’t simply design or re-design changes for people, but with them. Use conversations and technology for intake; then circulate the “findings” (which are also narrations) for scrutiny and critique;

--Understand that people have good reasons to be unhappy with professional organizations. Listen when members say why they are discontent; ask former members why they left. Recognize that struggle and resentment are often fueled by histories of invisibility and mistreatment; recognize that anger can be an energizing source of purpose, creativity and change;

--Become critical readers and authors of your organization’s story. If your organization wants to diversify, ask yourselves, “what are we really trying to do?” If the answer is to grow your organization or to retain members, start again.

A case in point: In the ADE Bulletin (2008), “The Color of Leadership and the Shape of the Academy: Talent Search 101,” Dolan Hubbard notes that African American scholars are in high demand. But he also states that many universities can pay this “talent” more than the HBCUs can. Therefore, Hubbard writes (citing Doug Steward in the ADE Bulletin of 2006) “it is in our enlightened self-interest as a profession to improve ‘the pathways to faculty careers in English for African Americans and other minorities.” Here difference makes a difference, but for whom? What’s really changed when most universities can outbid most HBCUs?

I’ll close by suggesting that it is critical to keep finding and probing the provocations within any successful moment or success story. Teachers and students are optimists; we’re good at giving change and reconciliation many chances to work. But optimism should also embrace vigilance, even if that embrace is painful. If it makes sense that diversity is viral and peripatetic, then learning more about it may give us some unsuspected means for noticing, responding to, and anticipating the many opportunities for indignity--and for dignity and good will--which abound in our students’and our own lives. To be real and to move forward would involve the hard work of re-reading and revising our defining documents (e.g. mission statements, committee charges) and practices to learn more about the founding designs and (de)evolving deployments that helped get us “here” in the first place.

Note: A year ago, I invited Doug Hesse write a response to this blog, but after an extended editing process that required trimming this entry, Doug asked me to cut his section. He's posted it online, and you can read it at https://portfolio.du.edu/portfolio/getportfoliofile?uid=164174.

Re-membering White Privilege: Rhetorical Memory and Film

Introductory Bio

Tammie Kennedy is an assistant professor of English and Women’s Studies at the University of Nebraska in Omaha. She teaches graduate courses in rhetoric and composition studies, as well as undergraduate courses in film, writing, and rhetoric. Her scholarly interests focus on the intersections among rhetoric and composition pedagogies and critical race and gender studies, particularly how those who are marginalized manage to speak, write, and perform in ways that challenge dominant culture. She has regularly presented at CCCC, and has published her work in Rhetoric Review, JAC, and the Journal of Religion and Popular Culture. Currently, she is working on several projects that demonstrate how the generative, critical, and embodied qualities of memory have not been sufficiently engaged in rhetoric and composition studies. In particular, she is writing about how rhetorical memory provides a critical tool for students to analyze, disrupt, and revise truth claims often represented in traditional bodies of knowledge.

Blog Entry

As someone committed to whiteness studies and anti-racist pedagogies, I am interested in understanding how memory might address some of the frustrations I’ve experienced when teaching diversity issues. Recently, I’ve been exploring how films might be used more productively in ways that disrupt the rhetoric of racism and white privilege and sustain ethical social action. Rhetorical memory—the products and processes of remembering and their effect, or “re-memory” to use Toni Morrison’s term—provides a critical tool to investigate how whiteness circulates (in)visibly in films and how those images resonate in our memories. Rhetorical memory provides a conceptual platform from which to stage a critique about how the ideology of racism/white privilege is rooted in memory—what is remembered, by whom, for what purposes, and with what effect—and how these memories are put into discourse in ways that that shape our notions of “reality,” as well as our perceptions of self(s) and others(s). I believe rhetorical memory can enrich and expand the productive use of film in whiteness pedagogies.

When talking about identity and difference in film, I ask students to examine the links between the politics of remembering and the ideology of representation. In this way, films function as a technology of rhetorical memory that empowers students to interpret and analyze how public and private memories are complicated by our differences. Analyzing films from this perspective moves students beyond a cognitive understanding of social inequities and injustices to create a more “memorable” experience that might last after the class ends. Films appeal to the emotions, revealing both the generative and destructive effects of their construction. Such constructions have profound results on both individual and public memory, which Robert Burgoyne explains this way: “Film, in effect, appears to invoke the emotional certitude we associate with memory. Like memory, film is associated with the body; it engages the viewer at the somatic level, immersing the spectator in experiences and impressions that, like memories, seem to be [what Nietzsche calls] ‘burned in.’” Understanding how these images get “burned in” our individual and collective memory is important because it helps viewers understand how white privilege and racism is sustained as a cultural norm that conceals power and resists exposure.

In order to study rhetorical memory as well as explore the intersections among diversity, memory, and movies, I created a 300-level course called Rhetoric, Memory, and Popular Film. Here is an excerpt from the course description:

The blurring of memory and media representations bring up new questions for us to consider: How do movies shape human memory? How are memories represented in film? In addition, how does film function as memory? How does memory affect the way we see the world and ourselves? How do movies make memory vulnerable to ideological forces at the same time that they invite contestation and revision? Throughout the course, we will ask how movie memories shape our identities as individuals, community members, and national and global citizens.

To demonstrate the pedagogical power found at the intersection among whiteness studies, rhetorical memory, and film, I’ll share a class example based on Forrest Gump (FG). This 1994 film earned significant commercial and critical success but was also adopted by political conservatives such as Newt Gingrich to articulate a traditional version of postwar American history. Because most students have seen the movie and consider it a harmless comedy, FG provides an ideal text to use to locate and interpret how white privilege is “re-membered.” For example, the class discussed the following issues after watching the movie:

• Is Forrest Gump, as Robyn Wiegman argues in “Whiteness Studies and the Paradox of Particularity,” rendered “discursively black” through the analogy between disability and black social disenfranchisement? If so, do viewers remember him as anti-racist figure because he innocently participates in desegregation and has an interracial male friendship with Bubba?

• Does the film, as Thomas Byers asserts in “History Re-Membered: Forrest Gump, Postmodern Masculinity, and the Burial of Counterculture,” construct a concensus view of American history based upon the authority of the white father and the marginalization of the black, female, gay, and radical “other”?

• What does it mean that Forrest was named after Nathan Bedford Forrest, a founder of the KKK? Even though Forrest views these men as part of a “club” that ran around in bed sheets, pretending to be “ghosts or spooks or something,” does the film provide a critique of white privilege, or does it take the easy way out by portraying the Klan as “silly,” not vicious?

Examining Forrest Gump as a figure of what John Fiske calls “circulation and contestation” inspires engaged classroom discussions, and students were willing to explore these various interpretations. However, the discussion also revealed the hegemonic power of whiteness in many student reactions. Ultimately, after 20-30 minutes of enthusiastic dialogue, much of the conversation stalled in some of the typical ways: First, a few students insisted that the movie was a just a comedy and academics were “reading too much into it.” While these same students granted that the movie was essentially “whitewashing” the roles of African Americans and women in our collective memory, they also maintained that was the nature of movies—a movie can’t cover everything. Second, since the movie is a fictional comedy, it doesn’t have to be true, so not all of these issues matter. Finally, some students introduced notions of intentionality. They maintained that the director “didn’t mean to be racist” even if, paradoxically, his choices created such representations.
Here we were again.

After such a productive discussion where students were able to locate whiteness, I was disappointed that we had ended up—once again—adrift within the various intonations of denial. While it wasn’t necessarily important to make a case that the director was “racist” in his intentions, it was essential to examine why many of the students felt compelled to defend the film with the argument “the filmmaker didn’t mean to be racist.” After all, whiteness sustains its power through one’s blind spots to racism and white privilege that reflect deeply held and often unconscious biases. Furthermore, the “s/he-didn’t-mean-to-be-racist” defense is less persuasive when we consider that “intentions” don’t necessarily matter when we consider how ideologies are written in discourses. In fact, this type of defense only makes sense in a world where white privilege is normal.

But then something different happened. Because we had been looking at films through the lens of rhetorical memory and noting how powerfully a film’s construction shaped our individual and collective memories, I was able to stage a different kind of critique that moved us beyond the usual impasse. I asked, “but what about memory?” How is this film shaping the way people remember important historical events and their relationship to the present? How are white ideologies more powerful in FG given the fact that mediated memory functions like what some psychologists calls “flashbulb memories”—intensely vivid and emotionally charged responses that enhance their resonance and read as “real” like a documentary?

The spirited conversation resumed. We started discussing our previous readings about how movies construct both individual and collective memory. Through rhetorical memory, we see how films like FG transform the past by eliminating contradictory or unwanted memories and prioritizing those more favorable or useful. Such a process describes the rhetoric of white privilege/racism. In addition, we discussed how “memories” are often the memory of a mediated experience in the first place, which makes it more difficult to determine “fact” from “fiction.” For example, we discussed how many of our memories of 9/11 are based on the media images and how those intersected with our personal memories, such as where we were when we first experienced the collapse of the Towers or if we knew people in NYC who were affected.

Then I offered the students this statistic from a TV Nation study quoted in Wang: "34% of Americans who voted Republican in the 1994 congressional elections thought that Gump was not a fictional version of ‘60s history, but a documentary.” The students went silent for a minute while they pondered that percentage. Many of them recognized that they had a similar experience the week before when we studied JFK and admitted that they had remembered it as a documentary film, not fiction-based. By the end of class, the students had resumed their critical conversation about how a film like FG maintains white privilege. In fact, they agreed that films like FG make white privilege even more invisible (and scary) for two reasons. First, because the film uses digital and mediated images that read like “real” memory, people forget it’s fictional. Second, because the film seems like a harmless comedy, viewers tend to overlook biases and ideological assumptions and implications

Most of the students agreed that while we can read and interpret the meaning of various choices made to construct white ideologies, questions of interpretation are more profound when we also consider how digital and mediated memory in films construct the ways we re-member a certain decade, event, or person. I am optimistic about the ways rhetorical memory can inform how we theorize and teach diversity issues. The focus on the rhetorical nature of memory has helped to augment classroom critiques and productively redirect discussions about white privilege and the power of ideology, even in the most seemingly innocent films. I would love to hear how other scholar-teachers use film and memory in their work on diversity issues.

What Are Some Suggestions from Your Summer Reading List on Diversity?

Editor’s Note from Joyce:

Please reply as often as you'd like over these weeks in the summer, to tell us about books or articles; prose or poetry; visual work, or simple hyperlinks that have informed your thinking about diversity, difference, “polyculturalism,” and writing by simply "replying" to this blog post at any time.

Your replies will be for "mostly" new and current work, this one is (see it below). Oldies but goodies are also welcome. Thanks, so much, to our many readers, especially those who share their comments with us. After the holiday weekend, readers can expect regular bi-weekly posts for the summer schedule.

This interim summer post actually started out as an email to Catherine Prendergast about her current post. But when I realized that my own rhetorical questions and comment about her post might become a short post for the weekend holiday break, her response to me was that, “the epistolary style is both direct and yet indirect,” and to go for it.

Our email conversation made me think about “who my audience is, and isn't” (Catherine's words), and then I remembered how Alice Walker’s book, The Color Purple. It also used the epistolary style as a way to write for a more inclusive rhetorical audience, especially on issues of visibility and invisibility.

What were Walker's own questions and enthymemic thinking at the time? Here, I offer an excerpt from my email to Catherine as a way to continue the train of comments about her guest writing for this blogging series.

*******

My Comments:

Your post, "Scaling the North Face," as I hear it, is about the corporate branding structure in the visual and verbal rhetoric of the American public sphere—see Naomi Klein’s No Logo, a book that really helped me to see the visual rhetorical analysis underlying your writing in ways that I could not before. Also see Sven Birkets' new article on the future of reading in Reading in the Digital Age.

I then, later, found this interview with Tavis Smiley and Tim Wise on color blind rhetoric (Wise's new book) after I read your piece (http://www.pbs.org/kcet/tavissmiley/archive/201006/20100628_wise.html?vid=1532520412#video (about 28 min).

I love the fact that Wise speaks so well to folks who work in rhetoric (including visual rhetoric) and composition. The interview also shows how well (or not so well) journalism dominates the subject of diversity, race, whiteness, and the discourses of difference (you know about “intersectionality,” right?). Maybe journalism has always dominated the public sphere in the U.S.

So, for example, we’re all "post-racial" now. That’s according to what most of our corporate-owned journalism tells us to believe. That’s certainly what most of our students think--no matter what "color" they are (and it's what too many academics in higher education think these days—did you see the blog on the chronicle.com new hiring new faculty about encouraging administrators to include criminal and, possibly, credit background checks about their new hires?). Wow!

Wise talks about our country’s racial progress—as we all do. But have you also seen any of the reports that he cites on the growing wealth gap between Blacks and Whites in this country (or really, whites and non-whites, as I talked about this in Cheryl Glenn book on the rhetoric of silence and according to the census that decides who is considered to be white). The most recent report about this topic actually appeared from a study done at Brandeis University. A powerful, but somewhat questionable commentary. In fact, I wonder if Noah Feldman knew about this one or any of these kinds of resports when he wrote in his NYTimes Magazine article on 6/27.

It's interesting that Wise appeared on "The Tavis Smiley" show on 6/28, the very next day after Feldman's article. I'd like to know more about how some of these studies on the racial wealth gap are done. But I know that the basis for these studies (since the 1970s) are real. They point to your finessed comments about race, whiteness, your students, and issues of economic class in the post.

In fact, the discourses of difference that our other guest writers contribute to this blogging series on diversity have helped me, CCCC members, and others to think about these symbolic discourses of difference and of visibility versus invisibility. About these differences, I hope that our generation (and who read these blog posts) can do the hard work on practicing Toni Morrison’s concept about “shifting the gaze.” I really try. It's very tough. . . . I mean, whatever happened to integration. Oh, I forgot, that has become virtual and effervescent now.

Robert Redford's last film Lions for Lambs, which I teach and like a lot, reminded me of Morrison's concept in several ways, especially about choosing to be domestic or being global in our thinking about political engagement and "shifting the gaze." He's really good about this in his own film commentary.

I noticed that none of the posted replies, except your own, mentioned your African American male student. Importantly, the subject of diversity is not always a racial one. It's the discourses of difference that we want from diversity studies, right?

But if diversity does not include the racial (not racist) topic, then how do we talk about the subject to avoid the inevitable dominance of “default whiteness” (Kathleen Welch is so good for talking about that concept in her rhetoric). I honestly don’t know, but, with hope, I'm learning.

That lack of racial inclusion in the replies to your post made me wonder about the lack of it in too many of our public high schools today. Thanks so much, by the way, for introducing me to Danielle Allen's work, especially in the way that she thinks about "interracial distrust," classical rhetoric, and the rhetoric of our country's democratic republic.

I discovered the website “stuff white people like,” while I was searching the internet in response to your work. It's a wildly humorous and arguable take on racial and ethnic stereotypes, and I’m glad that you liked it enough to post it on your facebook page, while also discovering the “stuff black people like” website. Ha!

Of course, I deleted all of the really political, more broadly ethnic and diverse stuff from the email for this blog post (at least, I think I did for my epistolary audiences)! Ha!


What academic work helps us to talk about our practices informed rhetorical listening for diversity and for the polycultural logics of our country's rhetoric (see, especially, Kris Ratcliffe, Jackie Royster, Shirley Logan, Jeff Chang, Bonnie Tsui, Junot Diaz, and Eduardo Bonilla-Silva. These are a few of the many and varied and great writers who inform my work on rhetoric, composition, writing, and the future of diversity studies.

So, how did I do with the idea of working within a tradition of epistolary rhetoric, Catherine? Like you, I hope that readers will reply to my ideas and post their own helpful sources about human diversity.

Love ya! :)

Scaling the North Face

Introductory Bio

Catherine Prendergast is a Professor of English, University Scholar, and Director of First Year Rhetoric at the University of Illinois at Urbana-Champaign. She is the author of Buying into English: Language and Investment in the New Capitalist World (Pittsburgh, 2008). She has previously written on race in the writing classroom in Literacy and Racial Justice: The Politics of Learning after Brown v. Board of Education (Southern Illinois, 2003).

Blog Entry

There are moments when you can almost hear your student evaluations whistling as they careen and then plummet. I have many such moments, the most recent of which was when I pointed out that 25% of the women in the class—four out of sixteen—were wearing the identical North Face black fleece jacket. Mine was not a (completely) gratuitous observation; we had been engrossed in a lesson on making sense of primary sources, using as an example dressing charts published in the 1950s by the University of Illinois’ Dean of Women’s office. These charts detail in excruciatingly hetero-normative terms how co-eds should dress for every possible school occasion (e.g., “heels if ‘he’s’ tall, flats if ‘he’s’ short”). Although my university no longer has a Dean of Women and no longer circulates explicit instructions for student dress, we agreed as a class that—yes—there were still norms for dress on campus. But how did these norms get conveyed? Referencing the North Face jacket, I asked one of its wearers: Why did you buy it? (I asked it as a naïve question—but really, it is a genuine question, because in my soul of souls I don’t exactly know the answer.) The student looked at me with something close to loathing and replied, “Because it’s warm.”

Lest you think that this student resisted critical thinking entirely, please know that she was bravely enacting a critique of me, her professor, in terms I would clearly understand as the equivalent of “Drop it.” Brilliantly intertextual, her comment recalled a moment earlier in the semester when I had made a more oblique challenge to undergraduate conformity in outerwear by demonstrating what counts as a warm jacket. This moment was of the kind described in Dennis Lynch, Diana George, and Marilyn Cooper’s “Moments of Argument,” (CCC, 48.1, 1997) in which the greatest fear is not that one might lose an academic argument—and by “academic” I mean in this case “pointless”—but that one might have to change. As I describe below, I’ve come to consider this fear as a main contributing factor to student failure to subject significant data points to rigorous scrutiny.

Some background to the moment: My first non-graded assignment asked students to write about what bothered them about their university. What, I asked them, has gotten under your skin since you came here? What would you like to change? I got one essay on the budget (collapsing), one on the lack of professors in their classes, another on the admissions scandal that made national news the year my students had applied, five essays on the horrible dorm food, and five more on the bus system and its failure to adhere to its announced schedule. I might be exaggerating and there were only three essays on the busses, but by the time I read the third, it felt like five.

The bus essays in particular demonstrated the legacy of schooling in that they all shared the same problem: no problem. The students were playing the assignment safe by inflating a problem they really didn’t care about, but found vaguely annoying. The bus was not just late, it was really late, leaving them not merely cold but freezing to death. I realized after bus essay two that the majority of my students were relying on public transportation for the first time in their lives; never in these essays did my students compare the university public transportation system to the one in Chicago (rarely on time) or anywhere else in the country (rarely on time), nor did the conclusions of these essays lead their authors or readers to step into the shoes of people who have to rely on public transportation to traverse distances greater than the square mile of campus my students were tasked with navigating. Meanwhile, the dorm food essays decried the Freshman 15.

This was clearly my fault, walking into the non-problem, problem-posing essay. And I was determined to walk out of it. Indulging in a little performance art, on a sixteen-degree day I walked the twenty minutes from my house to class wearing about five layers and my incredibly unfashionable yet super-warm parka. Velcro-ed to my eyeballs, sweating profusely, I asked my students if any of them would even leave their dorm room dressed like me. They looked at me with pity—some with alarm—and shook their heads. We agreed that although hideous, the attire would keep anyone alive while waiting for the bus. We then worked on some real problems, problems they cared about, problems they made me care about, and the class hummed along from there—until we hit the 1950s dressing charts.

We’re accustomed to looking back to the 1950s as the heyday of conformity, when the sheer hint of difference was threatening. Think Mitzi Gaynor’s “corny as Kansas in August,” Nellie Forbush taking a crash course in racial difference in South Pacific. Nellie’s investments are made clear in a few songs; she is from Little Rock, Arkansas, the crucible of white identity maintenance, soon to be the location of the first troop-enforced integration of formerly all-white public schools. She’s exactly the kind of figure the audience of South Pacific is meant to find immediately identifiable—until, that is, the price of that identification is revealed as including acceptance of her narrow, prejudicial views. Each age has its Nellies, though the price of conformity is not so clearly spelled out as it might be in a cautionary tale for the stage. To the contrary, Jennifer Seibel Trainor’s insightful study of racial identifications in an all-white suburban high school demonstrates that the work of policing the boundaries of white identity cannot be easily disentangled from the school’s own rigorous warnings regarding the “fates of students who don’t perform or conform” (Rethinking Racism 55).

When diversity has been discussed thus far on this blog, it has been rightly suggested that the term, in its capacity to encompass all difference, dilutes the work of flagging inequalities along persistently familiar lines. However, I want to go back to diversity’s most common definition—difference, of any kind—and the real threat that that kind of amorphous difference poses to students who, on balance, face even more precise measures of conformity than their grandmothers did. Consider that our university dressing charts of the 1950s told co-eds to wear flats, but they didn’t specify a brand. Students’ margin for error in fashion seems to have become more unforgiving since then, while the cost of staying on the straight and narrow path has become even more expensive: The ability to buy a $165.00 fleece jacket with a North Face logo on the back right shoulder and $180.00 Ugg boots is now the going price for visible conformity—quite a hit on top of double-digit tuition hikes. North Face jackets and Uggs not only adorn a good percentage of my class, their cost (with tax) also represents nearly twenty percent of the university’s $2000.00 estimate for “personal, clothing, and Sunday evening meal” expenses for first-year students.

My one African-American student in this class was nowhere near conforming, literally or otherwise. He was 24 years of age, a vet of the war in Iraq, married, perplexed by why students ride the bus one block, but afraid to say so in class (he stayed around after my parka demo to chat and told me so). He floundered on the problem-posing essay for utterly different reasons than his white and younger classmates; he wrote that compared to his time in the Army, nothing seemed like a problem to him anymore. He certainly didn’t wear North Face clothing. Even if he had wanted to conform, he would have known that buying a jacket wasn’t going to make much of a difference on a campus where he represents a rapidly dwindling single-digit percentage of the undergraduate population. I worry about this student, and also other African-American students, who have to take the extended “non-traditional” and life-threatening route to affirm his own diversity. But I also worry about all my students and their capacity to step out of an atmosphere of conformity into a university classroom where questioning the taken-for-granted is required. Don’t get me wrong: I don't think it's my job to get students to think—or dress—as I do. That would be trading one kind of conformity for another, right? I do, however, think my job is to tell them when their audience is hopelessly narrow (as in other people who will sympathize with brief public transportation dilemmas), to encourage them to write about something that they really care about (and it is not the busses), and to write about a problem that they can convince an academic audience has real consequences (definitely not the busses). If it is too risky for these students to buy a different jacket, how are they going to risk writing about a real problem, never mind those thorny problems that implicate their desire and ability to buy that jacket in the first place?

This is a blog. Discuss.

Ivy Plus Meeting Notes

Introductory Bio

Mya Poe (Ph.D., University of Massachusetts) is Director of Technical Communication at the Massachusetts Institute of Technology, where she has a joint appointment in the Program in Writing and the Harvard-MIT Health Sciences and Technology Program. Her research focuses on race, genre, and writing across the curriculum. At MIT, she teaches Rhetoric of Science and works with science and engineering faculty to integrate writing and speaking instruction in undergraduate and graduate courses. Her co-authored book Learning to Communicate in Science and Engineering: Case Studies From MIT (MIT Press, 2010) provides case studies of 17 MIT students as they learn to write and speak like professionals. She is currently working on an edited collection with Asao Inoue on race and racism in writing assessment. Her articles have appeared in College Composition and Communication, IEEE Transactions on Professional Communication, and the Journal of Business and Technical Communication.

Blog Entry

The Ivy Plus Writing Consortium is an organization including program directors from Ivy League, small liberal arts colleges, and other selective schools who are dedicated to sharing issues relevant to teaching writing at Ivy Plus institutions. Topics relevant to Ivy Plus members include addressing the needs of students served at Ivy Plus institutions, managing the infrastructures often at place in such institutions (e.g., many programs are run by non-tenure track, full-time directors), and teaching writing in a way that is consistent with the goals of these institutions.

Every year since the early 1990s, the members of the Ivy Plus Consortium have met at an annual meeting, sponsored by one of the participating institutions. In October 2009, the members of the Ivy Plus Writing Consortium met at Brown University to discuss issues of diversity in the writing classroom: Programmatic and Assessment Responses to Issues of Diversity in the (Writing) Classroom. The meeting featured talks by two keynote speakers—Dennis Williams, Director of the Georgetown Center for Multicultural Equity and Access (http://cmea.georgetown.edu/), and Mya Poe, Director of Technical Communication at MIT. Williams spoke about the Georgetown Community Scholars Program, a bridge program for 60 incoming students who represent a range of ethnic and racial backgrounds and are often first generation college students. Poe shared insights from contributors to her forthcoming collection of essays on race and writing assessment (co-edited with Asao Inoue), Race and Racism in Writing Assessment. In discussing examples of research from the book, she described the varied approaches that contributors took to investigating race and student writing in different contexts. By making race a focus of research on writing assessment, for example, one contributor was able to uncover how certain institutional practices led to racial tracking of students into writing classes at his college.

Following the two presentations, the Ivy Plus members met in break-out groups for discussion and then re-convened to share their ideas and suggestions. The following questions were raised by Ivy Plus members in the group discussion. In sharing the questions raised by the Ivy Plus members, we hope that other CCCC members will find that we share many of the same concerns. Such questions reveal the scope and complexity of addressing diversity at all levels of our programs, and they invite us to engage with other institutions in continuing a dialog on diversity.

In addition to the questions raised by Ivy Plus members, we also share examples of diversity initiatives in which we participate at our institutions and helpful resources, such as Ronald Ferguson’s Toward Excellence with Equity: An emerging vision for closing the achievement gap.

Questions Raised

Writing Program Administration

• What practical steps can program directors take to address race?
• What should program directors do with the data they collect?
• How do we address issues of diversity after first year writing? How do we address bias in faculty assessments? How do we teach tutors and TAs about these issues?
• How do we raise questions of race within our institutional hierarchies?
• What kinds of issues in advising are raised by advance assessments that “pre-sort” students? What if there’s a tendency to pre-sort minority students but not legacy applicants with comparable records?
• What do we do about remediation when it comes to race? Are we providing remediation or a right to an educational future?
• How do we promote bridge programs and community scholars programs that encourage good writing practices? How do we get our institutions to recognize the outcomes of bridge programs and community scholars programs?
• Why is it that under-represented minority students are singled out for remediation when legacy applicants have equally poor SAT scores?

Teaching Writing

• How does an agenda for teaching writing intersect with the agenda for teaching race?
• How do we address student pushback to talking about race?
• How do we bring different perspectives into the classroom?
• Does reading diverse texts lead to tolerance or better understanding of diversity?
• What issues do we want to engage with when we bring in diverse reading material and writing topics into our classrooms?
• Does this generation of students bring a new attitude to diversity? What are students learning about diversity in high school? What are they prepared to do and what do they want to know?
• Because there are a range of “diversities” – by race, class, religion, gender, learning styles, etc.—should the cohering goal perhaps be to engender civility and empathy in the classroom?

Theoretical Concerns

• What do we talk about when we talk about diversity?
• How do we understand diversity in our students?
• How does a university view of writing promote a certain rhetorical position in regards to race?
• Why is embracing remediation so problematic, especially when some students, such as international students, seek that extra support?
• How do we make diversity a series of intellectual projects to share with undergraduates and graduate students?

Diversity Initiatives at Ivy Plus Institutions

Brown University: Excellence at Brown is a free, five-day program that orients incoming students to Brown's academic and campus culture. Offered from August 30 to September 4, the week before general Orientation, the program includes five seminars taught by distinguished Brown professors from a range of academic disciplines. Short reading assignments serve as the basis for seminar discussions, and students work one-on-one with graduate-student staff at Brown's Writing Center to learn the elements of successful academic writing across the curriculum.

Excellence at Brown provides an intense, fun, meaningful academic experience that puts students in a position to thrive at Brown. Throughout the week, students have the chance to make connections with other students in the program and to learn about Brown's campus. By the time Orientation begins, students are ready to immerse themselves in Brown's rich living and learning environment.

Dartmouth College: Dartmouth College most directly serves its population of diverse student writers in Writing 2-3, a two-term course sequence that we offer to 105 of our under-prepared writers. These writers, identified for placement largely by SAT and ACT scores, are required to undergo an online placement process that asks them to answer a few questions about their writing history and writing confidence, and to produce a writing sample based on a prompt that we give them. The instructors reading these essays recommend placement into either Writing 2-3 or Writing 5 (the writing course required of most of Dartmouth's incoming students). Placement is made without awareness of ethnicity --although students who declare themselves as ESL or bi-lingual are evaluated with these issues in mind. Once they receive our placement recommendation, students may accept or reject that placement, a policy that ensures that enrollment in Writing 2-3 is voluntary. Nevertheless, we have no shortage of volunteers--we yearly compile a waitlist of students who request the course but cannot be accommodated.

The population of Writing 2-3 is diverse -- 2.5x more diverse than the typical Dartmouth classroom. This diverse population includes international students, African-American students, Native American students, Hispanic students, and students from disadvantaged socio-economic backgrounds working alongside European-American students. Course content often focuses, directly or indirectly, on issues of diversity. Writing, reading, critical thinking, and research instruction is rigorous, designed so that students will emerge from 2-3 on par with their peers.

To help students navigate the rigor of the course, we have an extraordinarily committed faculty, supported by a staff of graduate teaching assistants who meet with each Writing 2-3 student once a week to offer individualized writing instruction. The program, we believe, is working: not only do our students go on to succeed in their first-year seminars (the second part of Dartmouth's first-year writing requirement), but one has gone on to become a valedictorian, another has been named a salutatorian, and several others have gone on to be Presidential Scholars or to win honors for their senior theses.

Yale University: In practice, the writing program at Yale recognizes two kinds of diversity: that of international students, and that of non-European American students. Our resources for international students are better developed. We offer an interactive reading and writing session during their orientation, we have an Associate Director in the writing program who helps writing faculty work with their ESL students, and we provide specially trained tutors such that every international freshman in a writing course may request a private writing tutor. Yale also offers an orientation program for freshman who identify with African, Asian, Latino, or Native American culture. (Each group also has an Assistant Dean in Yale College who coordinates ongoing support and enrichment.) The Writing Center offers an interactive reading and writing session during this orientation, too, but we have no additional writing support directed primarily at these students. Note that we offer 4,500 tutoring sessions a year that are open to everyone. One thing we don't know is whether students in these two groups use tutoring more, less, or just as often as European-American students. We're trying to figure out a way to track this usage without introducing stereotype threat.

MIT: Following several recent research projects, the MIT WAC program has begun to investigate diversity issues across the curriculum. In one initiative, a collaborative program with universities in Mexico, we are working toward understanding how to bridge cultural and institutional differences as we shape an international WAC model.

In another year-long study of 17 students in 7 science and engineering departments, we found that nationality could play an important role in student learning, ranging from student interactions with mentors to how students interacted on teams. For example, one participant in our study was worried about openly critiquing international scientific funding since he was returning to Israel after graduation. Because funding is limited is Israel, he needed to maintain good connections with his U.S. collaborators. In another case, grant reviewers noted “errors” in the writing of a researcher who spoke English as his second language. Even though the scoring rubric included no criterion for language use, reviewers considered language fluency in their scoring practices. Such instances are worthy of further investigation in the MIT WAC program because they have important implications for the ways that we teach writing across the curriculum.

Ivy Plus Instutions for the Meeting in October 2009

Dartmouth College

Brown University

Smith College

Massachusetts Institute of Technology

Princeton University

Wesleyan University

Yale University

Bryn Mawr College

Wheaton College

Haverford College

Cornell University

Bowdoin College

Georgetown University

Columbia University

Georgetown University

Hamilton College

What Are We Calling Equity These Days?: Interruption as Praxis and Revising a Word/World

Introductory Bio

Dr. Maria Montaperto is an assistant professor at Kean University in Union, New Jersey, where she teaches college composition and rhetorical theory courses, and assists in the development and coordination of the composition program, the undergraduate writing option in the major, and the new writing studies master’s program. Her scholarly interests focus on intersections between race theory and composition and rhetoric, particularly how invisible white privilege manifests and functions as a form of racism in higher education. She has regularly presented at CCCC, the Feminism(s) and Rhetoric(s), and miscellaneous local conferences. Her most recent avenue of research takes up issues related to disciplinary and institutional oversights in the implementation of the vision of language equity outlined by the CCCC Students’ Rights to Their Own Language resolution.

Blog Entry

In his blog, Victor Villanueva says he doesn’t really “work with the topic of ‘diversity’” or “care for that word diversity any more than [he] cared for its predecessor, multiculturalism.” Malea Powell says, for her, “diversity isn’t a ‘topic’ at all.” More accurately, ”honoring diversity is a way of life,” something imbedded in her academic work, not added on. I agree the term has its shortcomings, and think it’s important to consider here because the CCCC Committee on Diversity’s plans to use the blog to help “construct a position statement on diversity.” This is an opportunity for us, right? For me, I would call it an opportunity to interrupt an epistemological dilemma in our own discourse, and the implicit pedagogies of that discourse.

Echoing others, I’d say I’m more interested in addressing “equity” than “diversity.” Diversity too easily becomes additive, a side note. Equity, however, is foundational. It is about justice, “fairness,” as Villanueva notes. More than a thing to address, the practice of equity is purpose with form. Scholarship, teaching, service? These are just contexts we inhabit in which we do or do not enact it effectively.

So then, equity.

My research in CompRhet focuses on race theory, and enacting equity in my scholarly work has specifically meant examining how invisible white skin privilege functions as a form of racism in higher education. This research teaches me that identity – racial and otherwise – exists as a complex network of socio-rhetorical constructions bound up in the discursive material events of our lives – it is written, is a kind of literacy. And, if true of racial identity, then logic dictates that racism, as a thread in that complex network of socio-rhetorical constructions, can be equally understood as being written – as a form of literacy. And, where there is literacy, there is always pedagogy.

So, literacies, and pedagogies, of race, of identity – and others, inherently of the same cloth, of racism, of unearned privilege, of cultural dominance? One of the answers to Villanueva’s ever-resounding question about “why nice people abide by not nice things;” A-B-C simple, we’re trained to. Trained, into practices of racism, but more disquieting, trained (myself and others), simultaneously, into practices of ‘not seeing,’ into ignorance of complicity. This is a double-bind in which white supremacy as a hegemonic structure functions on two distinct but recursively self-perpetuatory levels. One involves the deployment of pedagogies and literacies for the maintenance and replication of existing power relations; and another the deployment of what I would characterize as a kind of anti-pedagogy/anti-literacy.

As anti-literacy/pedagogy this is comparable theoretically to laws preventing slaves from reading and writing or being taught to, only this time in a kind of twisted reverse, a system of cultural domination turned in on itself, teaches, itself – imagine, a pedagogy of ignorance. Thus, it seems, to work against this we need to strive toward two ends. First, we need to work very concretely toward a greater understanding and knowledge of the function of pedagogies and literacies of white dominance. Second, to work simultaneously toward a different kind of literacy and another pedagogy, what I imagine as a kind of counter-literacy and a counter-pedagogy.

From my research, I’ve developed a working-principle I call interruption as praxis, a theoretically informed practice-based methodology for exposing, interrogating and disrupting inequitable systems of privilege—racial and otherwise. Firmly rooted in CompRhet, interruption as praxis (IP) is distinctly rhetorical. Tied to interests historically at the center of rhetoric, it is a literacy and a pedagogy. And, it is a process, like both Amy Lee’s composing pedagogies – self-reflection with enactment – and Paulo Freire’s “writing the word and the world” literacy but with pencils pushed into the hands of those least expected to need a lesson in ABCs.

In this respect, IP is as much an approach, as a practice. An approach to practices perhaps – rhetorical, pedagogical, institutional – that offers faculty, administrators, and other key university workers in higher education a framework for digging beneath powerful hegemonic structures and for understanding and working against inequity at a systemic level. But, similar to conventional literacy and pedagogy, there is no simplistic 1-2-3 or paint-by-number set of directions. Rather, again, like rhetoric, it has a purpose within a context, which together determine form.

So then, interruption as praxis.

What, concretely, does this counter-literacy, this counter-pedagogy, look like? How does it work?

A) As noted, IP functions rhetorically, and is a theoretically informed practice-based methodology. Non-linear, it’s a re-read and a re-write.

· I read, years ago now, Ian Marshall and Wendy Ryden in a 3C dialogic essay discuss a writing teacher’s (our) responsibility to speakers of “non-standard” dialects of English. Ryden asks of responsibility to the “standard” speaker, to those future potential employers in the position to hire or not hire someone on the basis of “how they say a word.”

· I still can’t get my mind entirely past the preface of Gloria Anzaldúa’s Borderlands where she asks non-mestizos to meet her – the new mestizas/os – halfway. There are a plethora of similar scholarly requests.

B) As the name denotes, IP is about interruption – is an interruption. It breaks open/into – disrupts – one’s self and others, in multiple contexts, by multiple means. Here. Rhetorically. With form for instance. Syntactically. On the level of word. It interrupts privilege specifically – exposes it, my own and others, questions/interrogates, and disrupts – (blogs,) conversations, classrooms, lives.

· I began, as a doctoral student, to use the term “standardized” English, especially in the presence of English studies professionals. It’s not a term that falls lightly on these ears, or is easily ignored.

· I take it quite literally. Believe with all my heart and mind she meant it that way. At 32, to fulfill my language req, I go to Mexico as a summer exchange student to study Spanish for 7 weeks and live with a Mexican family. Two years later, to save the basics I learned, I give up my TAship, sell nearly everything I own, and go to Vieques, Puerto Rico, to write the dissertation there. I leave six months later (because of interruptions – more kinds and types than there is space here to name), finish my degree in my home state of NJ, and return again for eight months. Hablo mucho español. Aprendí mucho. Mucho más que un idiomas. Señora Anzaldúa, puedo leer todo su libro ahora. Gracias.

C) IP has consequences. Can get dangerous. You may sacrifice personally, and professionally, will make mistakes, for the sake of enacting equity. Done well, it’s often terribly uncomfortable. Aches even.

· I made a point to use it on a social occasion while talking with the chair of the English department, a very shrewd but rather conservative British Literature scholar. The even minor potential consequences for irritating her, even mildly, is not lost on me.

· Lost a byline on a published article. Graduated three months late. Put off the job hunt for a year. Other irretrievable professional and personal opportunities se fueron, todo se fue.

In her blog about teaching “Disability as Diversity,” Margaret Price asks a question at the heart of courses (I think any work) whose objective is greater equity: “How can we get beyond classroom conversations on diversity that adhere to simplistic bumper-sticker nostrums (“Celebrate Diversity!”) and into the more complicated, localized, and sometimes painful conversations that lead to true coalition?” To do just that. To “get beyond . . . diversity” as the conversation. No around the pain. Through it. Identity, meaning, may/will relocate. We’ll get lost. Lose things. Let them go.

Snapshot: A course in IP.

Split-level graduate and undergraduate on the rhetoric of race and ethnicity. “To do this work, is to squirm. If you don’t squirm at least once, you’re probably not doing it right,” I said on the first day.

Even though it’s my first time teaching it, I know the class will be difficult – intellectually, ideologically, emotionally. The course, if I do it right, will be and teach IP.

After-class aftermath.

A progressive-minded white student. A young woman. East coast, Italian American like me. It’s where we are, and where we’re from. A moment of contention. Specifics irrelevant. It’s about race. She saw and heard things she didn’t like. I remind her I warned this would happen. She’s in shock. I watch her whiteness unravel. I let it. She’s angry. “Am I just supposed to let it go?” Trusting in a sense of her I’ve formed, I say, “This isn’t about you, or even anybody else in class. Not any of us.” Something just barely begins to dissolve. Enough to see beneath. Commitments not isolated to race, or limiting concepts of “diversity.” Her interests lie beyond that, rest in an image of equity. I’ve seen her brush through brambles to find this place before, in another course, at another time. I’ll watch her do it again. Tell her, for now, I’ll be here. Not to save her from heartache. But to hold her hand. To try my best, to lead. Stumbling, I recount and remember past and present falls. We’ve only just begun. We’ll/i'll make mistakes.

Another Interruption.

I wonder, if to start, we might consider changing the name of the committee and the position statement (using a different term, means of expression, throughout our literatures). By highlighting it, do we risk perpetuating diversity as supplement and equity as after-thought? How can this statement be (re-)written so as to not unintentionally re-inscribe “the current rhetoric of diversity” of which Asao Inoue writes in response to Villanueva?

The Neutrality of Culpability: Toward a Re-conceptualization of a “Post-Racial” America

Introductory Bio

Erec Smith is an assistant professor and writing center director for Ursinus College in Pennsylvania. At Drew University, his prior institution, he had administrative duties as a diversity officer and cabinet member. He has published on the relationship between Buddhist philosophy and writing center theory ("Writing Under the Bodhi Tree") and is interested in the intersection of spirituality, rhetoric and diversity. His 2008 novel, Creamy Nougat, explores the relationships of race, class and social status in a “post-racial” context. He is currently interested in community writing centers and works with Philadelphia’s Spells Writing Center (http://www.phillyspells.org/), putting on workshops for children and adults in the region.

Blog Entry

As a professor of rhetoric and composition, a writing center director, a former diversity officer, and a writer of a novel that I can comfortably define as “post-racial,” I have much to say about the presence and nature of diversity initiatives on college and university campuses. I have been pulled by a campus’ desire for unity in diversity and pushed by the same campus’ resistance to being “forced” to open its collective mind. I have seen the oppressor become the oppressed and vice versa. I have seen diversity activities backfire, making dominant and subordinate people more solidified in their roles.

Throughout all of this, I’ve noticed that in higher education, we seem to be focusing on the effects instead of the causes, the symptoms instead of the disease (this trend is clearly reflected in the fact that, on most campuses, the diversity officer is a glorified ombudsperson only called upon when something racist happens and not to celebrate or promote diversity). To help more of us in higher education move in a more corrective direction, first step would be to revise the term “post-racial” for a more accurate view of society. “Post-racial” is not to say that racism does not exist. Instead it acknowledges that racism exists, but the perpetrators are not members of a homogenous, easily identified cohort. I argue that in post-racial America, there is a “neutrality of culpability” that pits us all as identity-creating beings dealing with seemingly involuntary drives to essentialize. The monolithic issues of institutional and environmental racism should not be ignored but approached differently—by deducing generalizing modes of identity toward more specific moments of xenophobia (its construction, maintenance and benefits).

A fine example of approaching race through the phenomenon of identity construction is Kwame Anthony Appiah’s The Ethics of Identity (2005). In a chapter titled “The Demands of Identity,” Appiah address “the not-uncontroversial assumption that differences of identity are, in various ways, prior to those of culture” (64). He initially uses the example of the Robbers Cave experiment, in which two groups of white, Protestant, middle-class boys were placed on a Robbers Cave State Park campsite in close proximity—but separate—from each other. After each group had a few days to bond, one group was told of the existence of the other group, and after challenging each other in competitive sports, “tempers flared and a violent enmity developed between the two groups, the Rattlers and the Eagles (as they came to dub themselves)” (62).

The animosity between the two groups was alleviated only when the researchers who devised the experiment created “shared subordinate goals” for the two groups. The researchers staged a water and food shortage that caused both groups to have to work together to ensure survival (or, at least, comfortable living for the amount of time they were left on the campsite). After the Rattlers and Eagles cooperated for such an important cause, the demarcations between the groups were shattered (113): “We often treat cultural differentia as if they give rise to collective identities,” writes Appiah, but “what happened at Robbers Cave suggests we might think of it the other way around” (64), meaning seeing the trees for the forest, looking at individual performance, and focusing on a hierarchical relationship between groups. At this point, I would like to argue that Obama’s description of contemporary America, in his famous speech on race, strongly implies a definition of “post-racial” that echoes a neutrality of culpability.

In his “A More Perfect Union,” speech, the televised response to Reverend Jeremiah Wright, for his unapologetically racist remarks against White America, Obama initially reiterates his familial and social background (http://www.americanrhetoric.com/). He states that he is “the son of a Black man from Kenya and a White woman from Kansas,” and that he is “married to a Black American who carries within her the blood of slaves and slaveowners – an inheritance we pass on to our two precious daughters.” He goes on to say “I have brothers, sisters, nieces, nephews, uncles and cousins, of every race and every hue, scattered across three continents, and for as long as I live, I will never forget that in no other country on earth is my story even possible.”

Obama describes himself as an example diversity personified and praises America for being the sole place where such a person could exist. But by setting up his comparison of White and Black racial issues he also promotes the idea of a neutrality of culpability (a phrase that I believe we should use instead of post-racial):

As imperfect as [Wright] may be, he has been like family to me. He strengthened
my faith, officiated my wedding, and baptized my children…. I can no more disown
him than I can disown the black community. I can no more disown him than I can
my white grandmother – a woman who helped raise me, a woman who sacrificed again and again for me, a woman who loves me as much as she loves anything in this
world, but a woman who once confessed her fear of black men who passed by her on
the street, and who on more than one occasion has uttered racial or ethnic
stereotypes that made me cringe.

Obama’s implicit ad hominem tu quoque, a tactic often construed as a logical fallacy, is anything but fallacious in this context. Obama explicitly states here that, although Wright said some harsh and bigoted things, so did Obama’s own grandmother in his presence. However, both guilty parties, Obama argued, are a part of him (him being the embodiment of diversity and part of America, at large). If we agree with Obama’s statement, then our major goal in higher education must be commonality, since we apparently already have the best and worst of our society in common. Further, Obama articulates this paradox as his justification for seeking leadership of this country:

I chose to run for the presidency at this moment in history because I believe
deeply that we cannot solve the challenges of our time unless we solve them
together – unless we perfect our union by understanding that we may have
different stories, but we hold common hopes . . .

This neutrality of culpability is also illustrated in Diane Goodman’s book Promoting Diversity and Social Justice (2001). Goodman lists several types of oppression (sexism, racism, heterosexism, etc), their corresponding dominant groups (males, whites, heterosexuals, etc) and subordinate groups (females, people of color, homosexuals, etc). She does this in order to show how one person can embody both a dominant and subordinate membership but, for one reason or another, tends to embrace just one. She writes:

We all have multiple social identities that, depending on the social category,
may place us in either a dominant or subordinate group, on different sides of
the power dynamic. I, like most others, am part of both advantaged and
disadvantaged groups. For example, I am a woman and a Jew and therefore am part
of the subordinate group in sexism and anti-Semitism. Yet, I am also White,
heterosexual, able-bodied, middle-class, and in my middle-adult years, which
makes me a member of several dominant groups as well. Our particular
constellation of social identities shapes our experiences and our sense of self.
(8)

Goodman is careful not to dismiss people’s reasons for embracing one group identity over the other, but she does want to point out the idea that some dominant group members double as subordinate group members. Her purpose, consistent with Obama’s personal observations and Appiah’s academic observations, is to expose the arbitrary nature of group identities in a way that does not alienate them but brings them together in their paradoxical human tendency to categorize for the sake of security and—voluntarily or involuntarily—power.

The point is that we are all constructions and abstractions. This realization may lend some insight into how we see others who we’ve constructed as different from our constructed selves. This is not to say that racism does not exist and does not affect our lives, but a neutrality of culpability may alleviate “diversity fatigue” among traditionally oppressive and oppressed groups and re-construct diversity studies in the future. If we understand race as a symptom of illusive demarcations of judger/judged—thus acknowledging each other as both judger and judged—we can more easily embrace the commonalities we already have as human beings. I am confident in saying that if people in higher education really want to improve diversity relations, they will broach the subject by exploring the social construction of group position.

Disability as Diversity: A Thematic Approach

Introductory Bio

Margaret Price is an assistant professor of writing at Spelman College in Atlanta. Her work has appeared in journals including CCC, Across the Disciplines, the Journal of Literary and Cultural Disability Studies, and Creative Nonfiction. In 2011, the University of Michigan Press will publish her book, Mad at School: Rhetorics of Mental Disability and Academic Life.

Blog Entry

In 2006, I joined with the Committee on Disability Issues in College Composition (CDICC) to co-write “A Policy on Disability in CCCC.” I remember that many of our emailed conversations focused on the question of disability as “a diversity issue,” and the final version of the policy states: “CCCC affirms that people with disabilities bring a valuable source of diversity to college composition classrooms, university communities, and to our professional organization” (http://www.ncte.org/cccc/resources/positions/disabilitypolicy). The concept of “disability as diversity” has received considerable attention from writing teachers and scholars. A 2001 article in CCC, “Becoming Visible: Lessons in Disability” (by Brenda Brueggemann, Linda Feldmeier White, Patricia Dunn, Barbara Heifferon, and Johnson Cheu) noted that, in 1997, a motion at the CCCC Business Meeting asked that disability be included within the various “diversity” issues considered by the organization; and the sourcebook Disability and the Teaching of Writing (Bedford/St. Martin’s 2008) includes an article by Ray Pence, “Enforcing Diversity and Living with Disability,” that remarks, “That American studies would include class, ethnicity, gender, race, and sexuality seemed natural to me. [But] when I thought of disability as a subject of scholarly interest I confined it to applied fields such as occupational therapy and special education.” Other works, including Embodied Rhetorics: Disability in Language and Culture (Southern Illinois UP, 2001) and Disability Studies: Enabling the Humanities (MLA, 2002), offer further exploration of disability as “a diversity issue” in the classroom, in pop culture, in historical and institutional documents.

I firmly believe that disability is—in the common phrase—“a diversity issue.” I’ve invoked diversity myself in various articles and essays about disability-studies (DS) in rhetoric, research, and pedagogy. And yet, as I continue to work to incorporate critical awareness of disability into my writing classes, I find myself increasingly dissatisfied with references to disability qua disability. Pence’s point about the commonsense association of disability with medicalized fields such as occupational therapy or special education remains true, despite decades of work by DS scholars to demonstrate the ways that disability is a cultural and rhetorical issue—in short, is a “diversity issue.” This post is in fact a story—a story about trying to teach disability as diversity, about trying to teach disability as an issue of rhetoric and body rather than medicine and diagnosis.

Since 2004, I have taught at Spelman College, a historically Black college (HBCU) for women in Atlanta. I am white, queer, disabled, and from the northern U.S. Although I thought a lot about my race and sexuality when I first arrived at Spelman—some of my thoughts are recorded in the Creative Nonfiction article “Then You’ll Be Straight” (2006)—for the last few years, I’ve been thinking more about disability, and the ways that it intersects with the local contexts of my Spelman classrooms.

Incorporating disability studies (DS) into classes at Spelman has been an illuminating journey. My aim in incorporating DS is to engage the concept of disability as diversity—that is, getting beyond dominant narratives of pity, tragedy, and/or redemption and addressing disability and “normality” as critical constructs. Cynthia Lewiecki-Wilson and James C. Wilson have suggested that English studies and writing classrooms may be sites especially well-suited to such exploration, as it involves “the reading, articulating, and reinterpretation of meaning in language and culture” (“Constructing a Third Space,” in the MLA anthology Disability Studies: Enabling the Humanities, 2002). It is often assumed that exploration of disability in the humanities classroom encroaches on medical discourses better-suited to biology or pharmacology; however, DS asserts that the questioning of medical discourse and its operation in the culture of power is a project that must be taken up in humanistic thought.

Probably because of our specific location at an HBCU, I have found repeatedly that students at Spelman are eager to compare the experiences of disability and racial oppression. Here are a couple of statements from first-year composition students (reprinted with permission) who took part in a collaborative project with an upper-level literature course, taught by Dr. Pushpa Parekh. In these two paired courses, we read and viewed disability texts/films and discussed them in an online asynchronous environment. Students from my first-year writing section wrote:

"I think that the disability movement parallels the Civil Rights movement in many ways. The idea is freedom and justice for all. Just as the Civil Rights Movement was a movement protesting unequal treatment and limited access (Jim Crow laws), the disability movement is one demanding recognition of human equality and value."

"I don’t think [disabled people are] saying to portray them as normal people with no problems but that they ARE capable of doing some things on their own. It’s kind of like when I hear that all black women are teenage mothers or that we’re not expected to go to college or to be that doctor or lawyer."

I have struggled to figure out how to respond to such comments. Comparing two different social movements, as the first student does, is one thing; comparing two different sets of human experience, as the second student does, is another; and in both cases, I find myself wondering—to what degree are such comparisons helpful and generative, and to what degree do they participate in a collapsing of difference? How can we get beyond classroom conversations on diversity that adhere to simplistic bumper-sticker nostrums (“Celebrate Diversity!”) and into the more complicated, localized, and sometimes painful conversations that lead to true coalition?

As I continue to revise my courses at Spelman, I find myself moving away from readily labeled identity categories (“disability,” “race,” “gender”) and toward themes that invoke these categories but—I hope—invite a more complex consideration of the categories’ intersectionality. For instance, last semester I taught an Investigation (qualitative research methods) class focused on the theme of “Investigating Wellness.” I chose this theme knowing that wellness has a particular meaning in Spelman’s local context: our health services center, which incorporates both a medical clinic and Counseling Services, is called the Wellness Center. I elaborated my hopes on the syllabus with this statement: “We will define ‘wellness’ broadly, so that it can refer to emotional, mental, community, spiritual, or physical wellness. Our investigations will include consideration of medical discourse, disability, Black women’s wellness, and challenges to conventional definitions of ‘wellness.’ Your own understanding of what ‘wellness’ means, and the ways your stance changes and deepens throughout the course, will be of central importance.” In the course, we read works ranging from Atul Gawande’s Better, a popular/statistical analysis of medical discourse (Metropolitan Press, 2007) to G. Winton James and Lisa C. Moore’s Spirited, a collection of writings that explore “the soul and Black gay/lesbian identity” (Redbone Press, 2006). Using the theme of “wellness,” I was trying to get away from the commonsense associations of disability: the wheelchair, “special” education, deficit.

Students rose to the theme with great energy and extraordinary resourcefulness, and pushed my own understanding of wellness—not to mention of disability, race, and a number of other identity markers—into new territory. Their research projects engaged questions on topics including food allergies, Black women’s emotional responses to Michelle Obama, depression and suicide, and HIV/AIDS. In most cases, the studies focused on discursive questions such as attitudes toward particular issues, or ways of defining them. One student chose to conduct a case study of a person she was very close to who has degenerative arthritis; the student’s major finding was that this person’s spiritual life was the key factor in her ability to live day-to-day with pain and impairment.

However, “Investigating Wellness” was not simply a success story. Familiar and problematic discourses continued to circulate in our discussions: for instance, the assumption that individuals should “overcome” obstacles, in reference to both race and disability, was heavily valued throughout the semester. Yet it was also one of the most fulfilling classes I have taught at Spelman. I had omitted my usual requirement for a “final presentation” from the syllabus, thinking that I wanted to spare students—and myself—from the usual round of dull PowerPoints and forced question-and-answer sessions. But to my surprise, students asked for an opportunity to share their findings, and together created a list of requirements for the kind of final presentations they wanted to see. (Among the collaboratively-determined requirements were “Make it interactive and fun,” “Don’t rely too heavily on a Power Point,” “What assumptions did you bring to the project that were challenged?” and “What other research questions did you find along the way?”) I discarded the readings and exercises I’d planned for our final two course meetings, and instead we ate pizza and talked about our research in terms of race, disability, gender, age, class, and many other factors.

That, to me, is a successful “diversity” experience. I had terrific students—I don’t want to underplay that aspect of it—but I think part of its success may have occurred because I consciously turned away from conventional markers of diversity (“race,” “gender,” “disability,” etc.) and asked students to foreground their own interests, their own curiosity about human experience. I have noticed that teachers in various sites seem to be moving away from what has called the “laundry list” of identity categories and toward notions such as “vulnerability” or “minority studies” (see the Vulnerability Project at Emory’s Race and Difference Initiative, http://www.rdi.emory.edu/, and the Future of Minority Studies Project, http://www.fmsproject.cornell.edu/). I believe that such themes invoke our diversity, our shared and different oppressions and privileges, our humanity.

The Ecology of Diversity

Introductory Bio

Jill Swiencicki, formerly associate professor of English at the California State University, Chico, is now Visiting Assistant Professor at Rochester Institute of Technology in New York. She is at work on a project on women’s dissent rhetoric after 9/11, which analyzes feminist responses to the U.S. government’s actions after 9/11. She is also at work, with Thia Wolf and Chris Fosen, on an analysis of The Town Hall Meeting, their large-scale, public sphere experiment with first-year student writers (http://www.csuchico.edu/engl/awp/townhall/index.shtml). Her third project explores the application of environmental sustainability methods to first-year writing pedagogy. Her writing has appeared in College English, Teaching English in the Two-Year College, Rhetorical Education in America, Multiple Literacies for the 21st Century, Rhetoric and the Global Village, and The WPA as Advocate for Engagement.


Blog Entry

I approach the problem of diversity mindful of the first law of ecology: everything is interconnected. Having taught for a decade in northern California at a university internationally recognized for its approach to sustainability, and in a state suffering through a long-term drought, I have been steeped in the rhetoric and reality of climate change. It is through these experiences that I offer ideas to shape our thinking about diversity. . . . (editor’s note: for a longer version of this essay with an extended discussion on interconnected thinking, diversity, and ecology, please see the url at: http://www.ncte.org/library/NCTEFiles/Groups/CCCC/Committees/Ecology_Diversity.pdf.

We face dissonance and reconcile versions of competing realities by inquiring into the social systems we take for granted (Who handed you your morning coffee? Where were your shoes made? What happened to your water bottle when you threw it away? Why is it so hard to focus on our peers’ ideas in their writing, instead of their errors?). Some of the most interesting work in our field strives to help students to see their life as ecological—to make visible the structures and power relations embedded in their social system, to negotiate and experiment with what kinds of roles they want to more consciously play in the system and to use as many modes of communication as possible to do so.

A diverse ecology needs a sense of deep time—of how the past lives on in the present and has adapted to fit the changing aspects of the environment. Since the inauguration of President Obama, I have been asking my students at California State University at Chico the following series of questions: “What do you remember about the decisions of the U.S. government after 9/11? What have you heard from family, friends, and the media about the war on terror? How are you making sense of political events for yourself?” By-and-large, when faced with my questions, students don’t remember or know any specific details. Chico State is a liberal college campus in California, so there is a prevailing critical appraisal of the last administration, but when I pushed them to elaborate on their distaste or appreciation, they couldn’t offer many details. This situation is an easy reminder of the importance of replenishing our historical and intellectual habitat in times of transition, especially in times of political, economic, and environmental upheaval.

Karl Rove, former Senior Advisor and Deputy Chief of Staff to President Bush, is fully aware of the exigency of the situation. According to the news media and his own promotional website, Rove is busy on college campuses these days, creating the history of that period that many of my current students were too young to have engaged with critically. Pollsters, conducting exit interviews of the students who attend Rove’s lectures, have found that students leave the lecture hall, largely arguing that former President Bush protected our civil liberties in wartime, detained suspected terrorists appropriately, etc. In the battle for the signifier, history is written and rewritten. At this historical moment, which features the degradation of public education, infrastructure, the environment, social programs, and the arts, there exists what Annette Harris Powell’s terms the “noticeable gap between [diversity] discourse and students’ commitment, ability, and readiness to fully participate in this discourse.” The “gap” Powell sees is the problem and the possibility of the “and” that Condon registers in her blog.

The moment is ripe to restore to the record the rhetorical depth and breadth of recent political history. Asking students to become critical historians of the recent past, as Nancy Welch does in her compelling book Living Room, is less a battle for the signifier than what Gordon Wells calls “dialogic inquiry.” An interconnective approach hails writing students as inquirers that form questions they have a real stake in answering, researching and write that history with invested collaborators, each bringing a different set of experiences to the endeavor. Helping students become questioners is the fundamental restorative act for the learning system. This semester, while researching the phrase “corporate globalization,” Kelly, a student in my capstone course, argued in her end-of-the-semester reflection that it was important to form questions that “prod,” that are not “concrete,” and that engage her “conscience.” A great paradigm for structuring inquiry.

Because student inquiry requires an authentic purpose and audience, some of us in the field are sponsoring forums where students convene campus and community members to weigh in on the inquiries into power and difference that they are writing about. From 2004 until last semester, the writing program at Chico State collaborated with our First Year Experience program on a Town Hall Meeting, a place where first year writers—especially first-generation college students in EOP—lead conversations about their research on climate change, the Iraq war, and other issues of the day, with other writers from other composition classes, as well as campus and community members. We asked a simple question: what if we recommitted to restoring our campus habitat by starting with practices of respect for the youngest members of our campus community, those who are considered the least valuable to our ecological niche? This Town Hall Meeting contained significant elements of complete chaos every semester—dialogue turned pat, students spoke from their prejudices instead of their research, and adult experts sometimes forgot themselves and took over. But more often than those moments were ones that illustrated what civic interconnection feels like—moments where first year students say, “this helps me see what college is for,” “this makes me see how my writing matters,” “this makes me see what place I could have in the bigger picture.”

Last April I was asked to lead a workshop on white privilege for our campus’s on-going brown-bag lunch series, “Conversations on Diversity.” The room contained well over a hundred undergraduates, graduate students, faculty, staff, and administrators. Knowing how differences in status, age, and racial identification can influence such settings, I was excited at the prospect of engaged dialogue among these registers. An interesting trend emerged in our conversation that revealed who felt compelled to enter the dialogue and who felt exempt from the shared endeavor—a dynamic that was an unanticipated outcome of the way I designed the workshop. A premise of interconnective thinking is that our realities are prisms of meaning; no one exists in isolation, and even our experiences, while different, have connections that make it impossible for us to exempt ourselves from the facets of reality that make up the whole.

I opened the workshop by defining white privilege, discussed the history of the term, and then moved to two rhetorics of revealing white privilege: the indexing or listing of privileges and the “awareness narrative.” I presented a short excerpt from Tim Wise’s viral essay “This is Your Nation on White Privilege” (http://www.redroom.com/blog/tim-wise/this-your-nation-white-privilege-updated), his controversial list of instances that help make visible the invisible, unearned social privileges that whiteness affords. Although index/lists are useful for discussions of diversity and identity because they keep things depersonalized, away from examinations of personal choices and experiences, the discussion we had also showed that they are limited in just that way: one can stand at a distance, remarking on these unfair privileges, while creating exemption/distancing narratives for themselves and others.

It was when we talked about another rhetoric of white privilege, the “awareness narrative,” that a split in participants emerged along racial lines. I asked participants to describe a time when they became aware of having a racial identity. A fascinating discussion emerged, as mostly undergraduates who were able to pass as white or Latino talked about being able to negotiate multiple communities, returning to their home community for safety, or questioning where that home community is anymore, especially on the campus. Students and faculty members talked in deeply specific, engaged ways about this kind of identity shifting. After a while, the director of Multicultural and Gender Studies observed aloud that no white people had spoken up in relation to the question. White privilege is often an exemption from the hard conversations about racial interconnection and power relations. These exemptions—“I didn’t cause climate change,” “My family are working-class whites, not privileged whites,” “I didn’t vote for him,”—are the very ones we need to construct pedagogies of interconnection around, ones that make a space (make a better space than I did in this workshop) for the emotional work/vulnerability such endeavors require. In this blog Morris Young argues that “there is a risk in reducing an understanding of diversity to fixed categories that mask more complex experiences.” His blog post, and the majority of posts, calls for us to “destabilize discourse” about identity, literacy, and diversity; starting with our multiple calls to examine our shifting, related identities—just as those students did in the workshop—rather than the supposedly fixed ones, has potential to capture the dynamic context of the ecosystem.