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Published as part of the Hampton Press series on Research and Teaching in Rhetoric and Composition, this edited collection works to theorize and demonstrate how encounters with writing in the composition classroom and beyond can intersect productively with activist rhetorical strategies and goals. By doing so, readers will gain insights into connecting the work of composition with grassroots social change, using rhetoric that makes marginalized and disenfranchised voices be taken seriously in the public arena, finding ways to actualize action as compositionists in their communities and institutions, and linking service-learning and multimedia pedagogies to activist work.
In addressing activism, chapter articles should focus on the work of social justice. Authors may choose to focus on social movements that examine unequal and unjust relationships and work to facilitate building safe, equitable, sustainable, and non-discriminatory communities. Among the social problems that authors may seek to address are issues such as racism, violence, literacy, environmental degradation, urban gentrification, educational inequity, human rights, gender equity, student rights, and poverty.
Chapter articles may address, but are not limited to, the following kinds of questions:
• How might the rhetorical practices of particular social movements inform work on activist writing in composition studies?
• What pedagogies are available to help inspire and motivate students to use writing to take responsible action in confronting injustices?
• What pedagogical frameworks can be shown to work effectively in enacting social change?
• How might rhetorical histories of social movements be used to motivate current activist rhetorical practices in the writing classroom and beyond?
• What rhetorical strategies might activist writers employ to confront or protest established authorities in ways that are just? In what rhetorical situations might it be opportune to utilize a rhetoric of protest, and what implications might this have for the writing classroom?
• What ethical dilemmas are encountered in a writing classroom designed to intersect with the needs and demands of a social movement?
• What knowledge and actions are produced when enacting a public writing pedagogy informed by the rhetorical practices of a social movement?
Type of submissions welcomed:
• 20-25 page chapters
Projected Timetable:
• 1/15/09: initial proposals and submissions due
• 2/15/09 submission responses sent
• 7/15/09 full manuscripts due
• 9/01/09 manuscripts returned for revision
• 11/15/09 final revisions due
• 12/15/09 manuscript sent to publisher
Please send 500-word proposals or completed manuscripts (MS Word, PC compatible) in an email message and attachment together by no later than January 15th, 2009 to Chris Wilkey at wilkeyc@nku.edu and Nick Mauriello at nmauriello@una.edu
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