What Else Do We Know? Translingualism and the History of SRTOL as Threshold Concepts in Our Field

Bibliographic Data

ID21307828
AuthorsTessa Brown (0000-0002-1223-1055, corresponding author)
Year2020
Volume71
Issue4
Pages591-619
Publication date2020-06-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueCollege Composition and Communication (JOURNAL)
Journal identifiersISSN: 0010-096X • E-ISSN: 1939-9006
PublisherNational Council of Teachers of English (PUBLISHER • US)
DOI10.58680/ccc202030726
OpenAlexW4385821436
LanguageEN
Citations received4
References cited23

This article uses storytelling, rhetorical analysis, and critical historicization to critique the color-blindness of the writing studies movement’s two key texts, Elizabeth Wardle and Douglas Down’s Writing about Writing reader and Linda Adler-Kassner and Wardle’s edited collection Naming What We Know . Juxtaposing the writing studies movement with contemporary translingual and hip-hop theory as well as the history of the Students’ Right to Their Own language resolution and CUNY’s Open Admissions period, the author argues that the writing studies movement’s pivot toward neoliberalizing higher education excludes multilingual and diverse writers from its pedagogical audience as well as its conception of writing expertise. The author calls for a broader conception of writing studies that can theorize literacy in all its complex global instantiations

Aesthetics · Art · Field (mathematics) · Key (lock) · Linguistics · Literacy · Literature · Narrative · Pedagogy · Rhetorical question · Sociology · Storytelling · Visual arts · Computer Science · Discourse Analysis in Language Studies · History · Multilingual Education and Policy · Philosophy · Second Language Learning and Teaching

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