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Friday, April 8 Friday, 8:00 a.m.–5:00 p.m. Friday, April 8 REGISTRATION, 8:00 a.m.–5:00 p.m. International Ballroom Exhibit Hall, International Level EXHIBITS, 9:00 a.m.–5:00 p.m. International Ballroom Exhibit Hall, International Level TETYC Editorial Board Meeting 7:30–8:30 a.m. Hilton, Room 204, 2nd Floor Bodies of Words: An Interactive Installation 8:00 a.m.–3:00 p.m. Marquis Foyer, Marquis Level There will be a discussion of this event at 3:30 p.m. in Marquis Ballroom, Salon C, Marquis Level. ©1995, Kevin C. Rose/AtlantaPhotos.com 152 InteriorPages_100283.indd 152 2/18/2011 2:35:46 PM Friday, 8:00–9:15 a.m. F Sessions: 8:00–9:15 a.m. Featured Session “Unrelated Kin”: Building Kin Relationships with Critical Race Theory and Out-Loud Public Literacies in Rhetoric-Composition Studies Marquis Ballroom, Salon B, Marquis Level This panel borrows its title from Gwendolyn Etter- Lewis’s and Michele Foster’s 1996 edited collection examining race and gender. Etter-Lewis’s individual research showed how African American oral nar- ratives shared a common framework, albeit multi- dimensional and non-formulaic, where familial kin relationships are used to elaborate historical consciousness. That historical consciousness simulta- neously incorporates “related and unrelated kin” and Jody Ludlow dynamically informs political and discursive imagi- nations for present and future struggles. This panel attempts to mobilize the impact and still “untapped” power of very specifi c strands of “unrelated kin” in rhetoric-composition studies: 1) the interpretive framework of critical race theory to map the ways exclusionary, racialized policing of college admis- sions affects whose and what literacies represent college/classrooms; 2) black women’s discursive struggles against the property function of whiteness Carmen Kynard as a reading of the fi eld’s investment in whiteness; and 3) new ideological lenses on the multiple literacies undergirding the activism of the Civil Rights Move- ment in order to fi nally see those literacies as endemic to social action. We see these three spaces relegated as a kind of “unrelated kin” to more widely circulated understandings of rhetoric-composition studies. Thus, we collectively intend to relate work in our fi eld to racist politics of literacy maneuvered via college ad- missions, the maintenance of whiteness via literacy in the classroom, and the still necessary recovery David Holmes and reminder-y work of the critical literacies serving African American activism as revolutionary, “tapping potential” (Brooks) for CCCC CONVENTION, ATLANTA 2011 153 InteriorPages_100283.indd 153 2/18/2011 2:35:48 PM Friday, 8:00–9:15 a.m. curriculum and instruction. We position the stories that we tell toward new disciplinary kin-relations and, thus, new consciousness of our fi eld’s history and the discursive building of our present and future. Chair: Jamila Smith Ohio State University, Columbus Speakers: Jody Ludlow St. John’s University, Queens, NY, “Shaping the College Classroom: The Re- lationship of State Anti-Affi rmative Action Law to Literacy Standards” Carmen Kynard St. John’s University, Queens, NY, “What is Critical Race Theory and What (Could It Be) Doing in a Nice Field like (Rhet-Comp)?”: Composing Black Female Literacies Against White Property” David Holmes Pepperdine University, Malibu, CA, “‘Hear Me Tonight’: The Out-Loud Public Literacies of the Birmingham Mass Meetings” Featured Session Indigenous Languages in the English Department? How the Dakota Initiative Functions as a Boundary Object in English Studies Marquis Ballroom, Salon C, Marquis Level In the Modern Languages Association’s “Statement on Indigenous Languages of the World in the College and University Curriculum,” they recommend that “institutions should, whenever possible, support the study of and research in Indigenous languages and literatures worldwide and devise means for native speakers of Indigenous languages to fulfi ll foreign language requirements with their Indigenous languages.” Faculty in composition/rhetoric, literature, and English Education at our institution are concerned about the survival of Native American languages, so we worked collaboratively to hire a Dakota professor of practice in 2009 to teach the language—a fi rst for our institution. Several members of the English Department have found that the Dakota Studies initia- 154 InteriorPages_100283.indd 154 2/18/2011 2:35:49 PM Friday, 8:00–9:15 a.m. tive may function as a boundary object for the depart- ment. Originally developed to describe how scientists negotiate tension between different perspectives, Star and Griesemer defi ne the concept thus: “Boundary objects are both adaptable to different viewpoints and robust enough to maintain identity across them.” Clifford Canku will explain the scholarly work of translating Dakota letters into English and teaching his native language of Dakota at the University. Kelly Clifford Canku Sassi refl ects on how the addition of a Dakota speaker has changed the way she works with English Educa- tion majors in designing their fi eld experiences and co-mentoring a capstone project on the teaching of Native American literatures. Kim Sjurseth discusses how contributions of the Dakota professor inform her analysis of rhetorical action of humor in the work of Thomas King and Sherman Alexie. Chair: Dale Sullivan Kelly Sassi North Dakota State University, Fargo Speakers: Clifford Canku North Dakota State University, Fargo Kelly Sassi North Dakota State University, Fargo Kim Sjurseth North Dakota State University, Fargo Kim Sjurseth CCCC CONVENTION, ATLANTA 2011 155 InteriorPages_100283.indd 155 2/18/2011 2:35:49 PM Friday, 8:00–9:15 a.m. Teaching Writing & Rhetoric F.01 Defi ning/Rewriting Contested Spaces International Ballroom A, International Level Chair: Patrick Shaw, University of Southern Indiana, Evansville Speakers: Patrick Shaw, University of Southern Indiana, Evansville, “The Contested Program: Faculty Knowledge, Faculty Development, and Com- position Program Focus at a Four-Year Public Institution” Jill Kronstadt, Montgomery College, Germantown, MD, “Rewriting the Mu- seum: Multimodality and Metaphor in a Student-Curated ‘Dream Exhibit’” Teaching Writing & Rhetoric F.02 Embodiment and Composition International Ballroom B, International Level Chair: Sonja Lynch, Wartburg College, Waverly, IA Speakers: Sandie Friedman, George Washington University, Washington, DC, “Running and Writing in First-Year Composition: Towards an Embodied Praxis” A. Abby Knoblauch, Kansas State University, Manhattan, “Bodies of Knowledge: Embodied Rhetorics in Undergraduate and Graduate Classrooms” Myra Salcedo, University of Texas at Arlington, “ Rethinking Disability in First-Year Composition: When the Teacher is the Text” History F.03 Contesting Bodies: Visual Rhetoric in the Struggle over White Identity and the Black Male Body International Ballroom C, International Level Chair: Kristie Fleckenstein, Florida State University, Tallahassee Speakers: Kristie Fleckenstein, Florida State University, Tallahassee, “Creating the New Negro: W. E. B. DuBois’s Visual Work at the 1900 Paris Exposition” Scott Gage, Florida State University, Tallahassee, “Wish You Were Here: Lynching Postcards and the Visual Rhetoric of White Supremacy” Rachael Baitch Zeleny, University of Delaware, Newark, “In Vogue? Visual Archaeology in the Composition Classroom” Rhea Estelle Lathan, Florida State University, Tallahassee, “Unsettling Bound- aries: Critical Consequences” Respondent: Rhea Estelle Lathan, Florida State University, Tallahassee Contesting Boundaries F.04 Would Habermas Recognize This as Deliberation?: The Competing and Performative Discourses of Local Publics Marquis Ballroom, Salon D, Marquis Level Chair: Elenore Long, Arizona State University, Tempe Speakers: Linda Flower, Carnegie Mellon University, Pittsburgh, PA, “Con- tested ‘Working Theories’ of Deliberation in Local Publics” 156 InteriorPages_100283.indd 156 2/18/2011 2:35:50 PM Friday, 8:00–9:15 a.m. Jennifer Clifton, Arizona State University, Tempe Elenore Long, Arizona State University, Tempe, “ Flipping the Script on Aid to Africa: Gambian-American College Writers Enact Public-World Making” Contesting Boundaries F.05 Broadening our Community to Reaffi rm Connections with K–12 Educators and Beyond Imperial Ballroom, Salon A, Marquis Level Chair: Elyse Eidman-Aadahl, National Writing Project, Berkeley, CA Speakers: Anne Herrington, University of Massachusetts Amherst, “The Na- tional Writing Project as a Model for Broadening Community” Kevin Hodgson, William E. Norris Elementary School, Southampton, MA, “An NWP Site’s Teacher and Student Collaborations on Digital Projects” Donna LeCourt, University of Massachusetts Amherst, “From Site sponsored Dig- ita Projects to a Reimagining Composition’s Role in the Digital Humanities” Contesting Boundaries F.07 Gray Matter: Examining Rhetorical Contests of Psychological and Neurological Difference Room M101, Marquis Level Chair: Ellen Taber, Kennesaw State University, GA Speakers: Sara Biggs Chaney, Dartmouth College, Hanover, NH, “Contesting Child Psychiatry: ‘Behavior’ as a Measure of Wellness in Leo Kanner’s Work” Marsha Olsen Wiley, Kent State University, OH, “Contesting Representations of Psychological and Neurological Conditions: Stereotypes and Stigma in PSAs” Madaline Walter, University of Missouri-Kansas City, “Support Networks, Memoirs, and Mental Illness: Tensions of Biological and Social Rhetoric” Community, Civic & Public F.08 Rhetorical Recoveries: Toward a Translocal Consortium
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