Performing Pedagogy: Negotiating the “Appropriate” and the Possible in the Writing Classroom

While the field of Composition and Rhetoric has long held that “good writing” is a construct, we haven’t thoroughly examined how “good teaching” is also a construct. Drawing from work in composition studies, rhetorical theory, and feminist theory, this essay builds on questions of identity, embodiment, and privilege to enrich conversations about writing pedagogy and teacher development and to offer writing teachers an interpretive lens through which to critically examine their pedagogical performances. I begin with the assumption that all acts of writing and teaching are performances, whether they are marked as such or not. Featuring two key rhetorical concepts, to prepon and to dynaton (the appropriate and the possible), I argue that careful attention to pedagogical performance reveals the constraints in rhetorical situations, which allows for more attention what is possible in teaching and writing. By bringing together pedagogical and rhetorical theories, this essay extends the work of the “performance turn” in Composition and Rhetoric and emphasizes how teachers and students negotiate the “appropriate” and the possible in both teaching and writing

Performance and the Possible: Embodiment, Privilege, and the Politics of Teaching Writing

An astute examination of the roles students often expect their teachers to assume prompts questions and challenges for those whose bodies do not correspond with those expectations

Dominican youth in New York city schools : a community stands up and delivers

What are the changes in sociolinguistic and socioeducational contexts in the U.S., and specifically in New York City, that have made the schooling of Dominican New Yorkers a unique challenge and that have led to the educational inequities they face today? The article focuses on a specific instance of Dominican community organization that has worked to reverse these educational inequities — the creation and development of a high school organized by Latino educators specifically for Latinos, primarily Dominicans. Focusing on the past, present, and future of Gregorio Luperón High School, the article looks at the caring context of this particular school, as it stands up to the challenges of new educational policy and delivers a just education for adolescent Spanish-speaking Dominicans and other Latino newcomers.¿Cuáles han sido los cambios en los contextos sociolingüísticos y socioeducacionales en la ciudad de Nueva York que han convertido la educación de los neoyorquinos dominicanos en un reto único y que nos ha llevado a las desigualdades a las que nos enfrentamos hoy en día? Este artículo se centra en un caso específico de organización de base en la comunidad dominicana que ha luchado en contra de las desigualdades educacionales a través de la creación y el desarrollo de una escuela secundaria organizada por educadores latinos, specíficamente para los latinos, y los dominicanos. Centrados en el pasado, presente y futuro de la Escuela Secundaria Gregorio Luperón, el artículo estudia el contexto humanitario de esta escuela que, mientras se enfrenta a los desafíos de las nueva políticas educacionales, ofrece una educación justa para los adolescentes hispanoparlantes dominicanos y demás latinos recién llegados a Nueva York

Dominican youth in New York city schools : a community stands up and delivers

What are the changes in sociolinguistic and socioeducational contexts in the U.S., and specifically in New York City, that have made the schooling of Dominican New Yorkers a unique challenge and that have led to the educational inequities they face today? The article focuses on a specific instance of Dominican community organization that has worked to reverse these educational inequities — the creation and development of a high school organized by Latino educators specifically for Latinos, primarily Dominicans. Focusing on the past, present, and future of Gregorio Luperón High School, the article looks at the caring context of this particular school, as it stands up to the challenges of new educational policy and delivers a just education for adolescent Spanish-speaking Dominicans and other Latino newcomers.¿Cuáles han sido los cambios en los contextos sociolingüísticos y socioeducacionales en la ciudad de Nueva York que han convertido la educación de los neoyorquinos dominicanos en un reto único y que nos ha llevado a las desigualdades a las que nos enfrentamos hoy en día? Este artículo se centra en un caso específico de organización de base en la comunidad dominicana que ha luchado en contra de las desigualdades educacionales a través de la creación y el desarrollo de una escuela secundaria organizada por educadores latinos, specíficamente para los latinos, y los dominicanos. Centrados en el pasado, presente y futuro de la Escuela Secundaria Gregorio Luperón, el artículo estudia el contexto humanitario de esta escuela que, mientras se enfrenta a los desafíos de las nueva políticas educacionales, ofrece una educación justa para los adolescentes hispanoparlantes dominicanos y demás latinos recién llegados a Nueva York

A Speech Community Model of bilingual Education: Educating Latino Newcomers in the USA

With the rapid increase in immigration from Latin America to the USA, many US high schools are struggling with the thorny question of how best to educate newcomer immigrant youth with low levels of English proficiency. This paper examines what some might consider an anachronistic educational model Á a segregated bilingual high school for Latino newcomers. Drawing on a qualitative case study of an unusually successful high school in Washington Heights, New York City, the paper argues that the school's vision of second language acquisition as a social process building on the speech community itself, and not just as the individual psycholinguistic process of students , is the key to its success. The paper specifies the factors characterising this speech community model of bilingual education. This school's anomalous success educating its immigrant Spanish-speaking population holds important lessons for the schooling of immigrant youth in an era of standards

Using ePortfolios to Support Student Writers

This session explores how the use of eportfolios can support students’ writing development. An eportfolio initiative director, writing center director, composition professor, and literature professor discuss the use of eportfolios in various contexts

Introduction: On Connection, Diversity, and Resilience in Writing Across the Curriculum

Developed from presentations at the 2018 International Writing Across the Curriculum conference, this collection documents a key moment in the history of WAC, foregrounding connection and diversity as keys to the sustainability of the WAC movement in the face of new and long-standing challenges. Contributors reflect on the history and ongoing evolution of WAC, honoring grassroots efforts while establishing a more unified structure of collaborative leadership and mentorship. The chapters in this collection offer a rich variety of practices, pedagogies, mindsets, and methodologies for readers who are invested in using writing in a wide range of institutional and disciplinary contexts. Boldly engaging such pressing topics as translingualism, anti-racism, emotional labor, and learning analytics, the 18 chapters collected here testify to WAC\u27s durability, persistence, and resilience in an ever-changing educational landscape

Migration and education: Sociocultural Perspectives

O mundo está testemunhando uma era de mobilidade humana sem precedentes: os migrantes internacionais aumentaram de 100 milhões em 1960 para 155 milhões em 2000 e para 214 milhões em 2010 (UNDESA). No entanto, dá-se pouca importância à forma como a migração e a educação interagem para influenciar a mobilidade social e econômica. Este artigo considera a relação entre migração e educação. Na primeira seção, recorremos à teorização antropológica da mobilidade e da cidadania para propor uma estrutura conceitual para o tema. Em seguida, examinamos a pesquisa de três fluxos de migração: jovens de ascendência haitiana que vivem na República Dominicana, colombianos no Equador, e filhos de mães mexicanas que migraram para os Estados Unidos. As análises desses casos enfatizam a importância do acesso e da inclusão, as escolas como locais-chave para governar os sujeitos, e as estratégias desenvolvidas pelos migrantes para assegurar a escolarização. Na conclusão, esboçamos orientações para futuras pesquisas que permitiriam uma análise mais forte das relações entre educação e migração e o desenvolvimento de Migração e Educação como campo de investigação.The world is witnessing an era of unprecedented human mobility: International migrants grew from 100 million in 1960 to 155 million in 2000, and to 214 million in 2010 (UNDESA). However, there is insufficient attention to how migration and education interact to influence social and economic mobility. This article considers the relationship between migration and education. In the first section, we draw upon anthropological theorizing of mobility and citizenship to propose a conceptual framework for the topic. We then examine research from three migration flows: youth of Haitian descent living in the Dominican Republic, Colombians in Ecuador, and children of Mexican mothers who have migrated to the United States. The analyses of these cases emphasize the importance of access and inclusion, schools as key sites for governing subjects, and the strategies developed by migrants to secure schooling. In the conclusion, we outline directions for future research that would enable a stronger analysis of the relationships between education and migration and the development of Migration and Education as a field of inquiry