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Redistributing Care Work: Toward Labor Justice for Graduate Student Instructors

by Olivia Rowland | Xchanges 19.1, Spring 2025


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Contents

Introduction

Teaching Writing as Care Work

Care Work and GSI Labor

Redistributing Care Work Pedagogically

Conclusion: Communities of Care

References

About the Author

References

Bartlett, L. (2003). Feminization and composition’s managerial subject. Works and Days, 21(1-2), 261-281.

Berg, H. (2014). An honest day’s wage for a dishonest day’s work: (Re)productivism and refusal. Women’s Studies Quarterly, 42(1-2), 161-177.

Bousquet, M. (2002). The waste product of graduate education: Toward a dictatorship of the flexible. Social Text, 20(1), 81-104. https://muse.jhu.edu/article/31918

Ching, K. L. (2014). The instructor-led peer conference: Teachers as participants in peer response. In S. J. Corbett, M. LaFrance, & T. E. Decker (Eds.), Peer pressure, peer power: Theory and practice in peer review and response for the writing classroom (pp. 15-28). Fountainhead Press.

Clem, S., & Buyserie, B. (2023). Questioning neoliberal rhetorics of wellness: Designing programmatic interventions to better support graduate instructor wellbeing. Communication Design Quarterly, 11(1), 32-41. https://doi.org/10.1145/3563890.3563893

Currie, s. m. (2022). Beyond the ability tradition: Conjuring community-first syllabi in apocalypse time. Spark: A 4C4Equality Journal, 4. https://sparkactivism.com/beyond-the-ability-tradition/

Currie, s. m., & Hubrig, A. (2022). Care work through course design: Shifting the labor of resilience. Composition Studies, 50(2), 132-153.

Day, J., Hughes, S., Zanders, C., Van Zanen, K., & Moos, A. (2021). What does a good teacher do now? Crafting communities of care. Pedagogy, 21(3), 389-402. https://doi.org/10.1215/15314200-9132058

DeLong, R. (2020). Nobody’s mama: Interrogating white mothering impulses in the classroom. In DeLong, R., Coleman, T., DeVore, K., Gibney, S., Kuhne, M., &

Déus, V. (Eds.), Working Toward Racial Equity in First-Year Composition: Six Perspectives (pp. 118-131). Routledge.

Evans, T. (2017). The myth of self-sacrifice for the good(s) of mankind: Contingency and women’s work. Rhetoric Review, 36(1), 86-99. https://doi.org/10.1080/07350198.2017.1246020

Greene, B. (2021). Studenting and teaching with chronic pain: Accessibility at the intersection of contingency and disability. Academic Labor: Research and Artistry, 5(1), 49-65.

Holbrook, S. E. (1991). Women’s work: The feminizing of composition. Rhetoric Review, 9(2), 201-229. https://doi.org/10.1080/07350199109388929

Marburger, Z. (2019). Away with the apprentice: Graduate worker advocacy groups and rhetorical representation. Academic Labor: Research and Artistry, 3(1), 87-99.

Melzer, D. (2020). Placing peer response at the center of the response construct. Journal of Response to Writing, 6(2), 7-41.

O’Donnell, R. T. (2019). “Care work” and university scapegoating: Making social reproduction visible in the teaching of writing. Academic Labor: Research and Artistry, 3(1), 16-28.

Ore, E. (2017). Pushback: A pedagogy of care. Pedagogy, 17(1), 9-33.

Priest, J. (2018). Terms of time for composition: A materialist examination of contingent faculty labor. Academic Labor: Research and Artistry, 2(1), 41-62.

Rieger, K., Lane, C., Lonelodge, S., & Welker, L. (2023). Contingent voices: An overview of a field-wide study and suggestions for support on three levels. Programmatic Perspectives, 14(1), 72-103.

Ritter, K. (2012). ‘Ladies who don’t know us correct our papers’: Postwar lay reader programs and twenty-first century contingent labor in first-year writing. College Composition and Communication, 63(3), 387-419. https://doi.org/10.58680/ccc201218444

Robinson, H. (2021). Time, care, and faculty working conditions. In H. Hassel & K. Cole (Eds.), Transformations: Change work across writing programs, pedagogies, and practices (pp. 87-104). University Press of Colorado.

Schell, E. E. (1992). The feminization of composition: Questioning the metaphors that bind women teachers. Composition Studies, 20(1), 55-62.

Schell, E. E. (1998). The costs of caring: ‘Feminism’ and contingent women workers in composition studies. In S. Jarratt & L. Worsham (Eds.), Feminism and composition studies: In other words (pp. 74-93). Modern Language Association of America.

Strickland, D. (2001). Taking dictation: The emergence of writing programs and the cultural contradictions of composition teaching. College English, 63(4), 457-479. https://doi.org/10.58680/ce20011217

Wright, A. L. (2017). The rhetoric of excellence and the erasure of graduate labor. In S. Kahn, W. B. Lalicker, & A. Lynch-Biniek (Eds.), Contingency, exploitation, and solidarity: Labor and action in English composition (pp. 271-278). The WAC Clearinghouse & University Press of Colorado.

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Posted by chanakya_das on Mar 25, 2025 in Issue 19.1

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