Reflections Public Rhetoric, Civic Writing and Service Learning Volume 13, Issue 1, Fall 2013 Editor: Cristina Kirklighter, Texas A&M University - Corpus Christi Associate Editor: Willma Harvey, Texas A&M University - Corpus Christi Assistant Editor: Jessica Pauszek, Syracuse University Book Review Editor: Tobi Jacobi, Colorado State University Editorial Board: Hannah Ashley, West Chester University Nora Bacon, University of Nebraska-Omaha Adam Banks, University of Kentucky Melody Bowdon, University of Central Florida Jan Cohen-Cruz, Imagining America/Syracuse University Ellen Cushman, Michigan State University Linda Flower, Carnegie Mellon University Eli Goldblatt, Temple University H. Brooke Hessler, Oklahoma City University David Jolliffe, University of Arkansas Linda Adler-Kassner, University of California, Santa Barbara Joyce Magnotto Neff, Old Dominion University Kristina Montero, Syracuse University Patricia O’Connor, Georgetown University Nick Pollard, Sheffield Hallam University Luisa Connal Rodriguez, South Mountain Community College Barbara Roswell, Goucher College Lori Shorr, Office of the Mayor, Philadelphia Amy Rupiper Taggart, North Dakota State Unviersity Adrian Wurr, University of North Carolina at Greensboro Copyright © 2013 New City Community Press No part of this book may be reproduced or transmitted in any form, by any means electronic or mechanical, including photocopying and recording, or by any information storage or retrieval system, without written permission from the publisher. Member CELJ Council of Editors of Learned Journals http://reflectionsjournal.net ISSN: 1541-2075 Cover Photography by Joseph Voves, http://www.josephvoves.com/ Design by Elizabeth Parks, http://www.elizabethparks.com Reflections, a peer reviewed journal, provides a forum for scholarship on public rhetoric, civic writing, service learning, and community literacy. Originally founded as a venue for teachers, researchers, students, and community partners to share research and discuss the theoretical, political and ethical implications of community-based writing and writing instruction, Reflections publishes a lively collection of scholarship on public rhetoric and civic writing, occasional essays and stories both from and about community writing and literacy projects, interviews with leading workers in the field, and reviews of current scholarship touching on these issues and topics. We welcome materials that emerge from research; showcase community- based and/or student writing; investigate and represent literacy practices in diverse community settings; discuss theoretical, political and ethical implications of community-based rhetorical practices; or explore connections among public rhetoric, civic engagement, service learning, and current scholarship in composition studies and related fields. Submissions: Electronic submissions are preferred. Manuscripts (10–25 double-spaced pages) should conform to current MLA or APA guidelines for format and documentation and should include an abstract (about 100 words). Attach the manuscript as a Word or Word-compatible file to an email message addressed to Cristina Kirklighter at Texas A&M University – Corpus Christi ([email protected]). Your email message will serve as a cover letter and should include your name(s) and contact information, the title of the manuscript, and a brief biographical statement. Your name or other identifying information should not appear in the manuscript itself or in accompanying materials. All submissions deemed appropriate for Reflections are sent to external reviewers for blind review. You should receive prompt acknowledgement of receipt followed, within six to eight weeks, by a report on its status. Contributors interested in submitting a book review (about 1000 words) or recommending a book for review are encouraged to contact Tobi Jacobi at Colorado State University ([email protected]). Articles published in Reflections are indexed in ERIC and in the MLA Bibliography. Contents Reflections: Public Rhetoric, Civic Writing and Service Learning Volume 13, Issue 1, Fall 2013 1 Editors’ Introduction Isabel Baca, University of Texas at El Paso Cristina Kirklighter, Texas A&M University – Corpus Christi 13 Interview with Roseann Dueñas Gonzalez Isabel Baca, University of Texas at El Paso Cristina Kirklighter, Texas A&M University – Corpus Christi 52 Nuestros Refranes: Culturally Relevant Writing in Tucson High Schools Cruz Medina, Santa Clara University 80 The Eagle Meets the Seagull: The Critical, Kairotic & Public Rhetoric of Raza Studies Now in Los Angeles Elias Serna, University of California, Riverside 94 Poetry: Fieldnote Steven Alvarez Poetry: She Used to Say Romeo Garcia Poetry:Una Mujer Partida Isabel Baca 102 “A Clear Path”: Teaching Police Discourse in Barrio After-School Center Lance Langdon, University of California, Irvine 127 Public Art, Service-Learning, and Critical Reflection: Nuestra Casa as a Case Study of Tuberculosis Awareness on the U.S.-Mexico Border Eva M. Moya, University of Texas at El Paso Guillermina G. Núñez, University of Texas at El Paso 152 Artwork by Dr. Adam Webb Adam Webb, Arizona State University 159 The Power of Plática Francisco Guajardo, University of Texas Pan American Miguel Guajardo, Texas State University in San Marcos 165 Chicanas Making Change: Institutional Rhetoric and the Comisión Femenil Mexicana Nacional Kendall Leon, Portland State University 195 Review: Presumed Incompetent: The Intersections of Race and Class for Women in Academia Iris D. Ruiz, University of California, Merced 202 Review: Conquistadora Lisa Roy-Davis, Collin College 208 Review Essay: Texts of Consequence: Composing Social Activism for the Classroom and Community and Unsustainable: Re-imagining Community Literacy, Public Writing, Service- Learning, and the University Amy Rupiper Taggart, North Dakota State University Editor’s Introduction Isabel Baca, University of Texas at El Paso “You should know that the education of the heart & Cristina Kirklighter, is very important. This will distinguish you from Texas A & M University – others. Educating oneself is easy, but educating Corpus Christi ourselves to help other human beings to help the community is much more difficult.” —Cesar Chávez “Courage is the most important of all the virtues, because without courage you can’t practice any other virtue consistently. You can practice any virtue erratically, but nothing consistently without courage.” —Maya Angelou “There must exist a paradigm, a practical model for social change that includes an understanding of ways to transform consciousness that are linked to efforts to transform structures.” —bell hooks, killing rage: Ending Racism “The teacher is of course an artist, but being an artist does not mean that he or she can make the 1 Reflections | Volume 13.1, Fall 2013 profile, can shape the students. What the educator does in teaching is to make it possible for the students to become themselves.” —Paulo Freire, We Make the Road by Walking: Conversations on Education and Social Change few years ago in 2009 when Steve Parks was editor, Reflections came out with a special issue entitled Democracia, ¿pero A para quien?, Democracy, but for whom?. Many scholars and teachers were inspired to use a number of articles in future research projects. That issue offered much needed research, voices, and hope for Latin@s, especially those with a foci in community engagement and social justice. However, much has transpired with Latin@s since 2009 that jeopardizes the progress of Latin@ issues of education, literacy, immigration, and social justice. This is particularly true in Arizona with the subsequent HB 2281 that threatened culturally relevant ethnic studies programs. A few years before, Proposition 209 dismantled bilingual education. SB 1070 came as another assault with its racial profiling of Latin@s in Arizona. We, as special co- editors at Texas Hispanic Serving Institutions, as well as other members of the Latino Caucus of the National Council of Teachers of English (NCTE) and Conference of College Composition and Communication (CCCC) listened with great sadness and anger as our Arizona members recounted the dismantling of educational programs validating Mexican American students through culturally relevant literatures and bilingual education. The caucus, along with other identity-based caucuses, had just started the Writing and Working for Change project (see http://www.ncte.org/centennial/ change) with Samantha Blackmon, Cristina Kirklighter, and Steve Parks. Cristina had interviewed two NCTE Chicanos of Teachers of English founders, Dr. Carlota Cardenas de Dwyer and Dr. Felipe Ortega de Gasca. A third interviewee and early member of the caucus, Dr. Roseann Dueñas Gonzalez from the University of Arizona, played an instrumental role in the NCTE Task Force of Racism and Bias during the 80’s. These leaders played a pivotal role in pushing for the inclusion of Chicano/a literature and bilingual education during the 70’s and 80’s in textbooks and within curricula across the nation. 2 Editor’s Introduction | Isabel Baca & Cristina Kirklighter Honoring those who came before us and respecting these historical contexts are an important part of what many Latin@s value within and outside of academia. As part of this historical collective, we, as special editors, knew that the Arizona affront to Latin@s needed to be told by those like Dr. Roseann Dueñas Gonzalez who began teaching Chicano/a literature to her students in the late 1960’s and