{"id":17,"date":"2020-06-02T15:21:45","date_gmt":"2020-06-02T22:21:45","guid":{"rendered":"http:\/\/localhost\/lighttest\/?page_id=17"},"modified":"2020-08-13T13:20:49","modified_gmt":"2020-08-13T20:20:49","slug":"welcome","status":"publish","type":"page","link":"https:\/\/sites.evergreen.edu\/sociallyjustclassroom\/welcome\/","title":{"rendered":"Call for Proposals"},"content":{"rendered":"
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AIM AND SCOPE<\/u>:\u00a0How do writing instructors alter their classroom practices in ways that respond directly to servicing students\u2019 varied backgrounds, identities, and positionalities? How do we create a rigorous college classroom that simultaneously meets students where they are, and allows room for growth? What methods enable implementation of inclusive and transparent pedagogies across different institutional contexts? What lessons have we learned from the global shift to remote instruction during the Covid-19 pandemic and the heightened exposure\u00a0of massive\u00a0inequities\u00a0impacting students?\u00a0Given the rise in hate crimes, how do we protect our classrooms and maintain productive learning environments for all students?<\/p>\n

Vernon Press invites proposals that focus on transdisciplinary approaches to the teaching of writing across the Humanities through the lens of inclusion and equity in higher education. We invite chapters that focus on both triumphs and challenges in the classroom, learning objectives and best practices, theories and their in-class applications, as well as concrete examples of campus action. Chapters written in collaboration with students are especially welcome.\u00a0While this edited collection builds on the scholarship of rhetoric and composition, it is more broadly interested in transdisciplinary approaches across the Humanities disciplines, including language and translation studies, literature and creative writing, history and philosophy, cultural and ethnic studies, women and gender studies, and digital media studies. Our hope in fostering a conversation around the teaching of writing in a comparative and transdisciplinary context is to encourage educators to share and translate the resources available in their fields in a collective effort to close the equity gaps.<\/p>\n

LITERATURE REVIEW<\/u>:\u00a0In the last few years, we have seen an exciting movement in higher education research that responds to systemic racism and promotes more inclusive and equitable institutions. To extend the discourse on the role of institutional practices, this collection considers the writing classroom as the pivotal space in which individual teaching practices directly impact the lives of students. It is our contention that the classroom environment has lasting influence on all students, especially those from disadvantaged backgrounds. In this scheme, writing, as an extension of one\u2019s voice and identity, carries\u00a0significant weight. Thus, the writing classroom is ground zero for effecting meaningful change. A socially\u00a0just\u00a0<\/i>classroom, by design, has the potential to emancipate education in order to meet the needs of the wide range of students we serve, as we prepare them for traditional and non-traditional career paths.<\/p>\n

While we understand that there is no static definition of social justice and regard it as a multifaceted and ever expanding effort, we affirm the essential role of classroom instructors as the foundational actors in cultivating and sustaining inclusion and equity. To that end, we build upon the groundbreaking work of Paulo Freire, bell hooks and Lisa Delpit as well as the more recent scholarship on antiracist writing pedagogies, including works by Peter Elbow and Asao Inoue.\u00a0We also centralize the teaching of writing in response to the urgency of global crises, like the COVID 19 pandemic, which intensifies previously existing issues surrounding housing, employment, healthcare, and the legal residency status of many students.\u00a0It is our hope that this edited collection will offer pedagogical strategies drawn from and tailored to 21st century stakeholders and provide \u00a0a context where younger faculty, diverse students, and their chosen institutions can redefine the college classroom.<\/p>\n

OUR DIRECTION<\/u>:\u00a0The collection will consist of\u00a0four major\u00a0sections. Submission may include, but are not limited to the following:<\/p>\n