About the AuthorCaleb González is a PhD student in the Rhetoric, Composition, and Literacy Program at The Ohio State University. His research interests include composition histories at Hispanic-Serving Institutions and the ways in which such histories have shaped and continue to shape composition pedagogies among Latinx student communities. His work has been published in the peer-reviewed journal TEXT: Journal of Writing and Writing Courses. He’s also recently contributed to a collaborative book chapter on an autoethnography graduate course that is forthcoming in Self+Culture+Writing: Autoethnography for/as Writing Studies (Utah State University Press) edited by Rebecca Jackson and Jackie Grutsch McKinney. ContentsA CRT Counterstory in English Graduate Studies What about This CRT Counterstory? |
ReferencesAhmed, S. (2012). On being included: Racism and diversity in institutional life. Duke University Press. Anzaldúa, G. (1987). Borderlands/La frontera: The new mestiza. Aunt Lute Books. Delgado, R. (1989). Storytelling for oppositionists and others: A plea for narrative. Michigan Law Review, 87(8), 2411-2441. https://www.jstor.org/stable/1289308 Fischer, S., Rosche, L., & McCool, M. Doing it herself: Cultivating a feminist ecological ethos as a female graduate student.” [Symposium on the status of graduate study in rhetoric and composition]. Xchanges, 15(1), 1-6. http://www.xchanges.org/doing-it-herself Ikemoto, L. (1997). Furthering the inquiry: Race, class, and culture in the forced medical treatment of pregnant women. In A. Wing (Ed.), Critical race feminism: A reader (pp. 136-143). New York University Press. Inoue, A. B. (2019). 2019 CCCC chair’s address: How do we language so people stop killing each other, or what do we do about white language supremacy? College Composition and Communication, 71(2), 352-369. https://secure.ncte.org/library/NCTEFiles/Resources/Journals/CCC/71-2/5B10FD65-2F9C-4C48-A1D3-04A5E120B555.pdf?_ga=2.234505690.594746940.1585230424-1238320448.1571400239 Martinez, Aja Y. “Critical Race Theory Counterstory as Allegory: A Rhetorical Trope to Raise Awareness About Arizona’s Ban on Ethnic Studies.” Across the Disciplines. Fall, 2013, 26pp. Martinez, A. Y. (2014). Critical race theory: Its origins, history, and importance to the discourses and rhetorics of race. Frame—Journal of Literary Studies, 27(2), 9-27. http://www.tijdschriftframe.nl/wp-content/uploads/2016/12/Frame-27_2-Critical-Race-Theory.pdf Martinez, A. Y. (2016). A plea for critical race theory counterstory: Stock story vs. counterstory dialogues concerning Alejandra’s “fit” in the academy. In F. Condon & V. A. Young (Eds.), Performing antiracist pedagogy in rhetoric, writing, and communication (pp. 65-85). The WAC Clearinghouse and University Press of Colorado. https://wac.colostate.edu/books/antiracist/martinez.pdf Martinez, A. Y. (2018). The responsibility of privilege: A critical race counterstory conversation. Peitho Journal, 21(1), 212-233. http://peitho.cwshrc.org/files/2018/10/13_Martinez_The-Responsibility-of-Privilege_21.1_Final.pdf Morábito, F. (2010). Caja de herramientas. Editorial Pre-Textos. Pimentel, O. (2014). Learning to write in writing centers: The racial experiences of two Mexican students. English in Texas, 44(2), 34-39. Pimentel, O. (2015). Historias de éxito within Mexican communities: Silenced voices. Palgrave Macmillan. Sales, S. K. R. (2020). Uneasiness with a face of certainty: A personal rhetorical history of my imposter syndrome. [Symposium on the status of graduate study in rhetoric and composition]. Xchanges, 15(1), 1-6. http://www.xchanges.org/unease-with-a-face-of-certainty Solorzano, D. G., & Yosso, T. J. (2001). Critical race and LatCrit theory and method: Counter-storytelling. International Journal of Qualitative Studies in Education, 14(4), 471-495. https://doi.org/10.1080/09518390110063365 Solórzano, D. G., & Yosso, T. J. (2002). Critical race methodology: counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8(1), 23–44. Villanueva, V. (2004). “Memoria” is a friend of ours: On the discourse of color. College English, 67(1), 9-19. https://www.jstor.org/stable/4140722 Yosso, T. J. (2005). Critical race counterstories along the Chicana/Chicano educational Pipeline. Routledge. Yosso, T., Villalpando, O., Bernal, D. D., & Solórzano, D. G. (2001). Critical race theory in Chicana/o education. In J. H. García (Ed.), Beginning a new millennium of Chicana and Chicano scholarship: Selected proceedings of the 2001 NACCS Conference (pp. 89-104). National Association for Chicana and Chicano Studies Conference. https://scholarworks.sjsu.edu/naccs/2001/ |
Download PDFPages: 1· 2