Linguistic Justice on Campus

Brooke R. Schreiber is an Assistant Professor in the English Department of Baruch College, CUNY, USA.  Her research focuses on second language writing, pedagogy and teacher training, as well as global Englishes and translingualism. Eunjeong Lee is an Assistant Professor in the Department of English at University of Houston, USA. Her research concerns issues of inequities and inequalities in literacy education for multilingual students and politics of language. Jennifer T. Johnson is a Lecturer in the Program in Writing and Rhetoric at Stanford University, USA. Her research focuses on applied linguistics, pedagogy, multimodal communication and the intersection of language and identities. Norah Fahim is a Lecturer in the Program in Writing and Rhetoric and is Associate Director at the Hume Center for Writing and Speaking at Stanford University, USA. Her research areas include narrative inquiry, writing program administration and second language writing.

Contributors



Chapter 1. Eunjeong Lee, Jennifer T. Johnson, and Brooke R. Schreiber: Introduction: Why Linguistic Justice, and Why Now?



Part 1: Translingual and Antidiscriminatory Pedagogy and Practices



Chapter 2. Shanti Bruce, Rebecca Lorimer Leonard and Deirdre Vinyard: Locating Linguistic Justice in Language Identity Surveys



Chapter 3. Zhaozhe Wang: Autoethnographic Performance of Difference as Antiracist Pedagogy



Chapter 4. Rachel Presley: Dis/Locating Linguistic Terrorism: Writing American Indian Languages Back into the Rhetoric Classroom



Chapter 5. Kaia L. Simon: Audience Awareness, Multilingual Realities: Child Language Brokers in the First Year Writing Classroom



Part 2: Advocacy in the Writing Center



Chapter 6. Sharada Krishnamurthy, Celeste Del Russo and Donna Mehalchick-Opal: Valuing Language Diversity through Translingual Reading Groups in the Writing Center



Chapter 7. Hidy Basta: Beyond Welcoming Acceptance: Re-envisioning Consultant Education and Writing Center Practices Toward Social Justice for Multilingual Writers



Chapter 8. Marilee Brooks-Gillies: Embracing Difficult Conversations: Making Antiracist and Decolonial Writing Center Programming Visible



Chapter 9. Emma Catherine Perry and Paula Rawlins: Social (Justice) Media: Advocating for Multilingual Writers in a Multimodal World



Part 3: Professional Development



Chapter 10. Alexandra Watkins and Lindsey Ives: Combatting Monolingualism through Rhetorical Listening: A Faculty Workshop



Chapter 11. Cristina Sánchez-Martín and Joyce R. Walker: Grassroots Professional Development: Engaging Multilingual Identities and Expansive Literacies through Pedagogical–Cultural Historical Activity Theory (PCHAT) and Translingualism



Chapter 12. Kendon Kurzer: Looking Beyond Grammar Deficiencies: Moving Faculty in Economics Toward a Difference-as-Resource Pedagogical Paradigm



Chapter 13. Shawna Shapiro: Afterword



Index