
Full text loading...
This article uses storytelling, rhetorical analysis, and critical historicization to critique the color-blindness of the writing studies movement’s two key texts, Elizabeth Wardle and Douglas Down’s Writing about Writing reader and Linda Adler-Kassner and Wardle’s edited collection Naming What We Know. Juxtaposing the writing studies movement with contemporary translingual and hip-hop theory as well as the history of the Students’ Right to Their Own language resolution and CUNY’s Open Admissions period, the author argues that the writing studies movement’s pivot toward neoliberalizing higher education excludes multilingual and diverse writers from its pedagogical audience as well as its conception of writing expertise. The author calls for a broader conception of writing studies that can theorize literacy in all its complex global instantiations.
Article metrics loading...
Full text loading...
References