cccc 2015 presentation - complicating risk: first-generation self-identification, pedagogies, and...
TRANSCRIPT
Complicating Risk: First-Generation Self-Identification, Pedagogies,
and Programmatic Support
Beth Buyserie
Rachel Sanchez
Tialitha Macklin
Photo Credit: Today Online
Rewarding Partnerships: Dialogue Between Student Support Programs
and First-Year Composition
Beth Buyserie ([email protected])Assistant Director of Composition
Washington State University
Photo Credit: Washington State University First Scholars
• CLASP: Critical Literacies Achievement and Success Program
• Weekly Student-Faculty Dialogue
• Critical Pedagogy Series for Faculty
• CLASP Partners
Campus Dialogue
Our Institutional Setting
Almost 40% of current class is first-generation
Identify and OutreachFG Staff, Faculty, and Students
Photo Credit: Washington State University First Scholars & Smart Start
My Story
Homeschooled
No DiplomaTalk of the
Future
Father AA
through NavySiblings &
Community
CollegeUniversity
Family Disconnect
Photo Credit: www.greenhq.net/carbon-footprint/
Isolation
“The ways in which isolation and marginalization impact students are deeply rooted in the structure of higher education. Students are welcomed to campus; they are invited to participate in a variety of programs that are often explained to them in words that make no sense, and acronyms that make even less sense. . . . For FG students, this invitation to participate often translates to an expectation to change themselves and adapt to the rules of academia” (Jehangir 33).
“the structure and function of our campuses, disciplinary homes, classroom spaces, and programs often perpetuate the very things we wish to dismantle” (Jehangir 34).
Photo Credit: www.amazon.com
Race & Class
“Class differences were boundaries no one wanted to face or talk about. It was easier to downplay them, to act as though we were all from privileged backgrounds, to work around them, . . . to pretend that just being chosen to study at such an institution mean that those of us who did not come from privilege were already in transition toward privilege.”
—bell hooks, “Keeping Close to Home: Class and Education”
p. 101
Meaningful Difference . . .
First-Generation Students:
“all do not have the same story, but aspects of their narratives weave together to form a pattern reflecting both the richness they bring to campuses and the obstacles they encounter in academia” (Jehangir)
. . . and [email protected]
Complicating First-Gen
“We invite WSU faculty and staff who also identify as first-generation to request a free “I’m First at WSU” pin. We hope you will wear this pin at the start of the
semester to help the newest first-generation members of our Cougar community feel welcomed.”
Pedagogical Implications
IMPLICIT EXPECTATIONS
• What implicit expectations are in our comp classes?
• How do these expectations reinforce dominant norms?
RACE, CLASS, GENDER, and INEQUITY
andIDENTITY, COMMUNITY, and AGENCY
(Collier & Morgan; Jehangir)
Concluding Questions
Rewarding Partnerships
• Does my campus acknowledge and support intersections of race, class, and sexuality of FG students?
• What partnerships might I create with units that serve FGS? How would these partnerships benefit students?
• How can our partnerships reject assimilation/deficit model thinking and instead challenge existing dominant structures?
• How do my own identities contribute to this process?
Rewarding Partnerships: Dialogue Between Student Support Programs
and First-Year Composition
Beth Buyserie ([email protected])
Complicating Identity: Moving Beyond the Risk of Teacher Self-Identification
Rachel Sanchez (@sanrac)
Instructor and CLASP Commons Coordinator
Washington State University
• Quick Question: How has your rhetoric and the rhetoric of those around you shaped who you are and how you are in the world?
A Rhetoric Narrative
@sanrac
Language and Life
• Sanchez? Sánchez?
• First-Gen by any other name – still just as crippled by the system (and my system)
@sanrac
Building Pedagogy
• Rhetoric Narrative – Spring 2015
• Choosing a topic
• It is smart to select a specific memory or event for this rhetoric narrative to avoid being too general in the story. Stories need to be focused and detailed. Authors might reflect on the following to choose a topic:
• An early memory about speaking that you remember
• An experience that represents the earliest tension between your primary and a secondary discourse
• The origins of the way you currently talk about a topic important to you
• An experience that demonstrates code switching
• A memory of learning the language/lexicon of a secondary discourse community
• A situation where you’ve felt isolated from a secondary discourse community/primary discourse community
@sanrac
Beginnings
• From Bootstraps, “…it is not enough to recognize and make
explicit our cultures. We need to recognize cultures in the context of other cultures, since none of us can be mono-cultural in America.”
• Over twenty years later, we’re beginning to understand how significant this is in shifting student demographic - and we’re slowly making progress
• CLASP – building composition pedagogy with a CRT framework
@sanrac
An “inextricable spot”
@sanrac
Critical Compassionate Pedagogy
• Critical Compassionate Pedagogy • “pedagogical commitment that allows educators to criticize
institutional and classroom practices that ideologically place underserved students at disadvantaged positions, while at the same time be reflexive of their actions through compassion as a daily commitment”
• - How does this pedagogy shift for those of us who identify as a member of an underserved population?
- Russell Durst’s criticism – without active student engagement, critical pedagogy does not work. Students will not challenge “status quo” when driven with need to succeed (financially, etc)
@sanrac
The Other, Identified
“…every person is at once a ‘who’ and a ‘what’ – a subject who actively participates in the making or unmaking of his or her world, and a subject who suffers and is subjected to actions by others, as well as forces of circumstances that lie largely outside his or her control” – Michael Jackson, The Politics of Storytelling
Mi prima and a little CLASP meeting
@sanrac
Identification Processes
“…the expression on my face ‘says something’ about who I am (identity) and what I am feeling (emotions) and what group I feel I belong to (attachment), which can be ‘read’ and understood by other people, even if I didn’t intend deliberately to communicate anything as formal as ‘a message,’ and even if the other person couldn’t give a very logical account of how s/he came to understand what I was ‘saying’” – Stuart Hall
@sanrac
Role Playing and Role Making
• Role Playing – college student role (as a first-gen/underrepresented student)
• Role Making – collaborative performance of role negotiated between previous understanding of role and individual preference
• Move between role playing and role making – about power, autonomy
@sanrac
Building Composition Sequences
@sanrac
Once your research is complete, use that information to build an argumentative essay. Jhumpa Lahiri’s “Rhode Island,” for example, moves effortlessly between personal and secondary sources to develop a portrait of Rhode Island – she tries to use both factual and personal history to articulate what the state is, what it can/does offer, and how it connects to the rest of the country. The balance is a crucial one – without the personal history, it would read like a useless Wikipedia entry. Without the research, no reader (outside of Lahiri fan base) would care.
Your argument is your own to craft, based on a clear analysis of the primary and secondary research. Your argument must be clear – this essay should not read like a travel brochure. You don’t work for Pullman or WSU. Don’t write that way. As you think about how to craft your argument, consider some of the following questions. How do the contexts of the specific space (Pullman people, students, University-town dynamics, etc) change the contexts of the general place (say, the impact of student involvement on a general place like McDonalds or Starbucks)? What is significant about the relationship between the specific space and the general place? How does an understanding of the location shape an understanding of the Pullman community? These questions are just to help you get started – you don’t need to necessarily answer all these questions in your essay.
Complicating Identity: Moving Beyond the Risk of Teacher Self-Identification
Rachel Sanchez (@sanrac)
Risky Pedagogy: Using Dialogic Feedback to Encourage Student Voice in the Writing Classroom
Tialitha Macklin (@timacklin)PhD Candidate, Rhetoric and Composition
Washington State University
My Story
Photo Credit: blogs.bedfordstmartins.com
FGS Relationships
@timacklin
“difficulties in understanding professors’ expectations [are] more extensive than the problems encountered by more traditional students”
- Collier & Morgan
Problematic Response
@timacklin
“Instead of habitual, automatic reactions, our words become conscious responses based firmly on awareness of what we are perceiving, feeling, and wanting. We are led to express ourselves with honesty and clarity, while simultaneously paying others a respectful and empathetic attention”
- Marshall Rosenberg
Compassionate Response
@timacklin
• Observation• Feeling• Need• Request
CCP Components
@timacklin
Observation
@timacklin
• Class Discussions• Surveys• Conferences• Prompted Writing
• Learning Styles• Pedagogical
Accommodations
• Puzzled?
• Excited?
• Pessimistic?
• Previous Experiences?
Feeling
@timacklin
Need
@timacklin
• Praise?• Global concerns?• Editing-type
comments and symbols?
• Type?• Form?• Quantity?• Medium?• Scope?
“Make response a two-way street – or, better yet, a free-flowing highway”
-Richard Straub
Request
@timacklin
“Students who get to raise issues for responders to address will likely see the comments as less controlling than comments that are initiated solely by the teacher, according to her agenda. They might even feel encouraged to take a more active role in their work as writers”
-Richard Straub
Request
@timacklin
Request – Phase 1
Phase 1
Students must be given the opportunity and
afforded the respect to request that their
needs be met through teacher response
@timacklin
Request – Phase 1
@timacklin
Request – Phase 1
@timacklin
Request – Phase 2
Phase 2
Consider the practice of response itself as a
request from reader to writer
@timacklin
“simultaneously tentative and goal-driven [… and where] their tentativeness seemed to originate in their attempt to weigh options, toss the responsibility for making decisions back to the writer, and offering possibilities for a better text”
-Chris Anson
Request – Phase 2
@timacklin
Serving FGS
@timacklin
Questions for You
@timacklin
• What pedagogical methods do you employ to create an inclusive course atmosphere?
• Do any of you teach online? If so, what are the specific challenges of incorporating inclusivity into a digital environment?
Risky Pedagogy: Using Dialogic Feedback to Encourage Student Voice in the Writing Classroom
Tialitha Macklin (@timacklin)
Complicating Risk: First-Generation Self-Identification, Pedagogies,
and Programmatic Support
@sanrac
@timacklin
References
Anson, Chris M. “Response Styles and Ways of Knowing.” Writing and Response: Theory, Practice, and Research. Ed. Chris M Anson. Urbana, IL: National Council of Teachers of English, 1989. 322–366. Print.
Burkland, Jill, and Nancy Grimm. “Motivating through Responding.” Journal of Teaching Writing 5.2 (1986): 237–247. Print.
Collier, Peter J., and David L. Morgan. “‘Is That Paper Really Due Today?’: Differences in First-Generation and Traditional College Students’ Understandings of Faculty Expectations.” Higher Education 55.4 (2007): 425–446. Web. 21 Feb. 2014.
Connors, Robert J., and Andrea Lunsford. “Teachers’ Rhetorical Comments on Student Papers.” College Composition and Communication 44.2 (1993): 200–223. Print.
Freire, Paulo. Pedagogy of the Oppressed. New York, NY: Continuum, 2000. Print.
Hall, Stuart. “Introduction.” Introduction. Representation. London: Sage, 2013. N.pag. Print.
References
Hao, Richie Neil. “Critical Compassionate Pedagogy and the Teacher’s Role in First-Generation Student Success.” New Directions for Teaching & Learning 127.127 (2011): 91–98. Web.
hooks, bell. "Keeping Close to Home: Class and Education." Working-Class Women in the Academy: Laborers in the Knowledge Factory. Eds. Michelle M. Tokarczyk and Elizabeth A. Fay. Amherst: University of Massachusetts P, 1993. 99-111.
Jackson, Michael. The Politics of Storytelling: Violence, Transgression, and Intersubjectivity. Copenhagen: Museum Tusculanum, University of Copenhagen, 2002. Print.
Jehangir, Rashné Rustom. Higher Education and First-Generation Students: Cultivating Community, Voice, and Place for the New Majority. New York: Palgrave Macmillan, 2010.
Johnson-Shull, Lisa, and Sheri Rysdam. “Taken at Our Word: Making a Fundamental Agreement When Responding to Student Writing.” Issues in Writing 19.1 (2012): 25–41. Print.
North, Stephen M. “The Idea of a Writing Center.” College English 46.5 (1984): 433–446. Print.
References
Rosenberg, Marshall. Nonviolent Communication: A Language of Life. 2nd ed. Encinitas, CA: Puddle Dancer Press, 2003. Print.
Sommers, Nancy. “Responding to Student Writing.” College Composition and Communication 33.2 (1982): 148-156. Print.
Sperling, Melanie. “Constructing the Perspective of Teacher-as-Reader: A Framework for Studying Response to Student Writing.” Research in the Teaching of English 28.2 (1994): 175–207. Print.
Straub, Richard. “Guidelines for Responding to Student Writing.” Strategies for Teaching First-Year Composition. Ed. Duane H. Roen et al. Urbana, IL: National Council of Teachers of English, 2002. 355–365. Print.
---. “Response Rethought.” College Composition and Communication 48.2 (1997): 277–283. Print.
---. “Students’ Reactions to Teacher Comments: An Exploratory Study.” Research in the Teaching of English 31.1 (1997): 91–119. Print.
---. The Practice of Response: Strategies for Commenting on Student Writing. Cresskill, NJ: Hampton Press, 2000. Print.