Date of Degree


Document Type


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Amy Wan

Committee Members

Mark McBeth

Jessica Yood

Subject Categories

Higher Education and Teaching | Language and Literacy Education | Rhetoric and Composition


translingualism, anti-racism, faculty development, writing studies


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.