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2010 University of California, San Diego UNIVERSITY OF CALIFORNIA, SAN DIEGO Shattering Glass Mirrors: A Case for Historiographic Theory and Writing in Composition Studies A dissertation submitted in partial satisfaction of the requirements of the degree of Doctor of Philosophy in Literature by Iris Deana Ruiz Committee in charge: Professor Rosaura Sánchez, Chair Professor Jody Blanco Professor Jorge Mariscal Professor Bud Mehan Professor Nicole Tonkovich 2010 This Dissertation of Iris Deana Ruiz is approved, and is acceptable in quality and form for publication on microform and electronically: Chair University of California, San Diego 2010 iii TABLE OF CONTENTS Signature Page …………………………………………………………………… iii Table of Contents ………………………………………………………………… iv List of Figures …………………………………………………………………….. v List of Tables ……………………………………………………………………… vi Vita ………………………………………………………………………………… vii Abstract……………………………………………………………………………. Xiii Introduction ………………………………………………………………………. 1 Chapter 1 Post-structuralism, Historical Theory and Critical Race Theory: A Tripod for Critical Historical Analysis…………………………….………………………….. 21 Chapter 2 Introduction to the field of Composition: Politics from the Start…….. 39 Chapter 3 A History Untold: Composition‘s Connected Past to the Educational Reforms of the Reconstructive Era………………………………………………………….. 58 Chapter 4 The Second Reconstruction: The Civil Rights Era and Composition‘s Response to the New ―Egalitarian‖ University…………………………...…...…… 99 Chapter 5 Multiculturalism‘s Conflict: A Nation‘s Quest for Accommodation and Excellence in Education……………..…………………………………………….. 131 Chapter 6 Historiography in the Writing Classroom: A Case for Chicano/Latino History as an Alternative to Traditional Multicultural Pedagogies…….………………….. 167 Chapter 7 Guatemala: A Critical Historical Case Study…………...…………….. 198 Conclusion ………………………………………...…………………………….... 217 Appendices …………………………………………………………………………….221 Works Cited ………...…………………………………………………………….. 240 iv LIST OF FIGURES Figure 1 Map of Hispanic Serving Institutions…………………………… 138 Figure 2 Aztec Calendar………………………………………..………… 177 v LIST OF TABLES Table 1 …………………………………………………………………… 114 vi VITA Education: Ph. D. Literature, September, 2010: University of California, San Diego, emphasis: Composition and Rhetoric Dissertation: ―Shattering Glass Mirrors: A Case for Historiographic Theory and Writing in Composition Studies‖ Master of Arts English, May, 2003: California State University, Fresno, emphasis: Composition Theory Master’s Thesis: ―Generation 1.5: A Border Culture in Ethnography‖ Bachelor of Arts, May, 1999: California State University, Fresno Golden Key Honors Society Dissertation ―Shattering Glass Mirrors: A Case for Historiographic Theory and Writing in Composition Studies‖ My dissertation, Shattering Glass Mirrors: A Case for Historiographic Theory and Writing in Composition, elaborates the theory, history, and practice of critical historiography as a pedagogical approach for students who live in an increasingly multicultural, multilingual society. Critical historiography is founded on the premise that the lost histories of composition, which are inextricably tied to black normal schools as well as schools that catered to students of color and lower class students throughout the twentieth century, at once call into question established histories of composition, and serve as models for developing alternative pedagogical approaches to the teaching of composition today. Awards: 2009-2010 CCCC Chair‘s Memorial Scholarship Recipient vii 2007-2008 Social Justice Award, UCSD 2005-2006 Dream Travel Award Winner 4C‘s Composition Conference 2002-2003 Distinguished Presenter at EGSA Colloquium 1999 McNair Scholar: ―Richard Wright and the Politics of the Personal‖ 1999-2002: Golden Key Honors Society 1993-1996 Dean‘s List Presentations: 2003, CSU, Fresno: ―Generation 1.5: A Border Culture in Ethnography‖ (EGSA Colloquium) 2003, CCCC: New York RNF – ―Generation 1.5: A Border Culture in Ethnography‖ 2005, CCCC: San Francisco RNF – ―Generation 1.5: Pedagogical Implications‖ 2006, CCCC: Chicago Panel Speaker 3 – ―Border Pedagogy or Contact Zone?‖ 2008, UCSD: Townhall Meeting on the Status of Chicano/Latinos at UCSD 2009, CCCC San Francisco Workshop facilitator for the Latino Caucus 2010, CCCC Louisville Panel Speaker 3 – ―Critical Historiography in the Composition Classroom‖ ****Abstracts of Presentations available upon request. Organizations President, Graduate Students of Color Coalition, UCSD Member, RAZA Grads, UCSD Member, National Council Teachers of English Member, Moden Language Association Member, UCSD Graduate Student Association Member, University of California Student Association Professional Experience: 2008 -- Current University of California, San Diego La Jolla, CA Warren College Writing Instructor Teach academic argumentation to two sections of fourteen college students. viii Attend weekly teaching assistant meetings directed by both senior faculty and experienced writing program administrators. Teach classes concerning Identity and the Internet and Sports Ethics. 2006 -- 2008 University of California, San Diego La Jolla, CA Office of Graduate Studies Intern Liason between the Administration and graduate population at UCSD. Student advocate and consultant to the administration. Attended Dean of Graduate Studies cabinet meetings. Served on numerous committees to provide graduate student input and recommendations. Involved in administrative decisions regarding graduate student life at UCSD. Worked with the Graduate Student Association to communicate about and organize a campus-wide conference which provided an opportunity for graduate students to present their research locally. Contacted various publications such as Union Tribune and The San Diego Reader for press releases regarding major events pertaining to graduate students at UCSD. Introduced ideas for improving the quality of graduate student life at UCSD. Fall 2003 – Spring 2005 University of California, San Diego La Jolla, CA Warren College Writing Instructor Taught academic argumentation to two sections of fourteen college students. Attended weekly teaching assistant meetings directed by both senior faculty and experienced writing program administrators. Taught classes concerning Identity and the Internet, Globalization in the Pacific Rim, Private Life and the Law, Revisiting the American Past: The Spanish Conquest, Rights of Juveniles: The Warren Court, Legal writing, and Access to Higher Educaton. 2005-06, Senior Teaching Assistant responsible for making new TA‘s feel comfortable and for providing relevant pedagogical instruction during incoming TA orientation and throughout the academic year. Spring, 2003 California State University, Fresno Fresno, CA First Year Composition Instructor ix Taught two sections of introduction to college writing (25 students in each class). Themes concentrated on: Discrimination, Perception vs. Reality, and Academic Research intended to lead to service-learning. Used a movie as a source for writing – successful in teaching concepts of Perception and Reality. Student used Blackboard to check daily announcements, assignments, discussion questions and to turn in work on-line. Fall, 2002 Fresno City College Fresno, CA Developmental English Instructor Taught developmental English to a cohort of women who were training to be Child- care assistants. Taught developmental English to students who were pursuing and A.A. or an A.S. or planning to transfer to a four year University. Most assignments focused on culture, language and identity. Used current process pedagogies and collaborative techniques to allow students to share their writing meaningfully. Taught in a computer lab where students were often encouraged to engage in idea generation and reading responses in the classroom in cooperation with the daily assignment. Kept meticulous records of attendance and grades (work turned in). Spring, 2002 California State University, Fresno Fresno, CA English A Instructor/TA Taught two sections of developmental English. Attended weekly small-group training sessions, which focused on teacher concerns for the week. Class themes were: Language of Resistance and Change, Challenging Stereotypes and What is Culture? Participated in mid-term and final portfolio readings – high pass rates in both of my sections. Spring, 2001 California State University, Fresno Fresno, CA x English 1 Assistant Coordinator Planned and periodically directed weekly teacher training meetings. Created a listserv for all English 1 instructors (about 35) and managed it. Organized the English 1 mass-portfolio reading. Conducted frequent writing assessments (―norming sessions‖) Wrote reports to track student progress throughout the semester to ensure student success in course. Taught one section of Composition: Critical Approach to Language (Pedagogy and Curriculum) Spring, 2001 California State University, FresnoFresno, CA English 1 Instructor/Research Assistant Workshop Leader in Mainstreaming Pilot Project (Engl 1LP) English 1LP was a pilot program that has now been permanently implemented. It was designed to approach remediation by streamlining remedial students into Freshman Composition. Chosen as 1 of 5 pilot members. Led two workshops both semesters. Participated in the research of this program. Coded data for the senior professor leading the programs Helped to finalize data in order to present it to Provost with the intent of implementing the program permanently. University Service and Leadership Subcommittee Member: Graduate Professional and Student
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