Dissertations, Theses, and Capstone Projects
Date of Degree
6-2021
Document Type
Dissertation
Degree Name
Ph.D.
Program
English
Advisor
Amy Wan
Committee Members
Mark McBeth
Jessica Yood
Subject Categories
Higher Education and Teaching | Language and Literacy Education | Rhetoric and Composition
Keywords
translingualism, anti-racism, faculty development, writing studies
Abstract
This project explores the recent paradigm shift within Writing Studies toward a translingual pedagogical approach, situating many of the critiques of this approach as limitations produced by dominant liberal models of Writing Studies pedagogy.
Taking up Vershawn Ashanti Young and Frankie Condon’s call to move toward a more anti-racist translingual approach, I argue for why dominant anti-racist Writing Studies pedagogies, which commonly revolve around reforming individual behaviors, attitudes, dispositions, or practices, will inadequately address institutionally-produced structures of racialized linguistic marginalization.
Drawing inspiration from a variety of Lefist abolitionist movements—particularly the movement toward Prison Industrial Complex (PIC) abolition, the movement toward the abolition of involvement with the carceral state within the field of K-12 education, and student-led activism leading to the passage of the City University of New York’s Open Admissions policy—I argue for how an anti-racist translingual approach may attend to the wider language ecologies that shape language reception practices and that challenge the dominant order of racial capitalism beyond the first-year writing classroom and program.
Recommended Citation
Albracht, Lindsey, "Beyond Authorization: Toward Abolitionist Transliteracies Ecologies and an Anti-Racist Translingual Pedagogy" (2021). CUNY Academic Works.
https://academicworks.cuny.edu/gc_etds/4285
Included in
Higher Education and Teaching Commons, Language and Literacy Education Commons, Rhetoric and Composition Commons