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This book presents the authors' attempts to interrogate the ways that white institutional, pedagogical, and curricular heteronormativity affects equity in writing instruction at Two Year Colleges.
List of contents
Introduction: The Lover’s War, Prince's Side-Eye, and Dancing out of Innocence: The Politics of Academic Writing Taiyon J. Coleman, Renee DeLong, Valérie Déus, Kathleen Sheerin DeVore, Shannon Gibney, and Michael C. Kuhne
Chapter 1: The Risky Business of Engaging Racial Equity in Writing Instruction: A Tragedy in Five Acts Taiyon J. Coleman, Renee DeLong, Kathleen Sheerin DeVore, Shannon Gibney, and Michael C. Kuhne
Chapter 2: Literacy and the Project of Killing the Black Body Taiyon J. Coleman
Chapter 3: How I Woke up in a Dream and Walked Toward the Door Michael C. Kuhne
Chapter 4: Refusal as a Survival Tactic for Faculty of Color Valérie Déus
Chapter 5: Disruptive Healing and Engaging Exile: Stolen Strategies Kathleen Sheerin DeVore
Chapter 6: Nobody’s Mama: Interrogating White Mothering Impulses in the Classroom Renee DeLong
Chapter 7: My Pedagogy Is Courage: Women of Color, Institutional Violence, and Education as the Practice of Freedom Shannon Gibney
Conclusion: Joyfully Tearing it Down: A Conversation at the May Day Coffee Shop Taiyon J. Coleman, Renee DeLong, Valérie Déus, Kathleen Sheerin DeVore, Shannon Gibney, and Michael C. Kuhne
About the author
Renee DeLong is a professor of English and LGBTQ literature at Minneapolis College, Minnesota, USA.
Taiyon J. Coleman is an assistant professor of English Literature and Multicultural Literature at St. Catherine's University, Minnesota, USA.
Kathleen Sheerin DeVore is a professor of English at Minneapolis College, Minnesota, USA.
Shannon Gibney is a professor of English and African diaspora studies at Minneapolis College, Minnesota, USA.
Michael C. Kuhne is a professor of English at Minneapolis College, Minnesota, USA.
Valerie Déus is a professor of English at Minneapolis College, Minnesota, USA.
Summary
This book presents the authors’ attempts to interrogate the ways that white institutional, pedagogical, and curricular heteronormativity affects equity in writing instruction at Two Year Colleges.
