Coalition Curated Guide to #4C17

Here is your handy-dandy coalition curated guide to CCCC!

We have collected a list of over 30 CCCC presentations featuring coalition members and/or feminist related material. Let's support each other's feminist work by attending some of the panels. While there, be sure to add to the back channel with the hashtags #cfshrc and #thefeministsarecoming and #femU.

You still have time to sign up for the feminist workshop on Wednesday!!

cccc2017_blog

Wednesday

Feminist Workshop, Intersectionality within Writing Programs and Practices
Wednesday, March 15, 9am-5pm, Room F152, Follow our live tweet at #4c17FemWk

CFSHRC “Building Sustainable, Capable Lives, or Tilting at Windmills? An Evening of Action and Mentoring” Wednesday 6:30-8:30pm, Portland Ballroom 252, #WSIG02 #thefeministsarecoming

Thursday

Rebekah Sims, Sarah Dwyer, Lee Hibbard, Queering Our Spaces: Cultivating Institutional Support for Queer/LGBTQ+ Composition Scholars, Think Tank - Queering Our Spaces: Cultivating Institutional Support for Queer/LGBTQ+ Composition Scholars, Thursday, 10:30am, Portland Ballroom 251, #A02

Jessica Enoch, Suzanne Bordelon, Cristina Ramirez, Bo Wang, “Women’s Ways of Making Histories: Complicating Feminist Rhetorical Historiography,” Thursday 10:30 am, Room C124

Christine Martorana, Patricia Fancher, Nicole Ashanti McFarlane, Anne-Marie Womack, Dev Bose, Designing while Feminist: Composing an inclusive practice of digital design, Thursday 10:30 am, Portland Ballroom 254, #A42

Ruby Nancy, Audre and Gloria Made Me Do It: Queering Genres, Translinguality, and Multivocality in Writing Studies Scholarship, (Trans)lingual and -national Perspectives in Writing Studies, Thursday 10:30am, Room A103, #A46

Cultivate and Think Tank Session: “Cultivating Rhetorics of Interruption as Feminist Praxis in Rhetoric and Composition Studies,” Thursday 12:15pm, Portland Ballroom 252, #B01

Lisa Mastrangelo, ”Subverting the Rhetorical Paradigm: The Photography of Evelyn Cameron and the Difficulty of the 'Exceptional Woman' Myth,” Cultivating New Capacities for Action: Women Rhetors and Multimodal Rhetoric in the Early-20th Century,Thursday 12:15PM, Room A105, #B18

Victor Del Hierro, Rebecca Hayes, Vani Kannan, “Pedagogy, Place, and Public Memory: Cultivating Feminist, Hip-Hop, and Queer Archival Research Methodologies” Thursday 1:45, Room C123, #C06

Letizia Guglielmo, Annette Powell, Cindy Moore, Peggy O’Neill, Elizabeth Wardle "Cultivating Feminist Leadership in Writing Programs and Beyond." Thursday 1:45, Room F151, #C13

Charlotte Hogg, Joy Ritchie, Kate Ronald, Shari Stenberg. Furthering Available Means: Gathering Women’s and Feminist Rhetorics to Cultivate Capacity and Create Change, Thursday, 1:45pm, Portland Ballroom 253, #C17

Jessica Enoch, Michelle Smith, Pamela VanHaitsma, “Cultivating Feminist Pedagogical Approaches to Digital Archives” Thursday 1:45, Room B116, #C32

Oriana Gatta, “(Un)McClouded Confict: Comics and/as Critical Pedagogy” Considering Comics in College Composition and Communication, Thursday 1:45pm, Room C121, #C51

Cultivate and Think Tank Session. “Working and Getting Worked: An Interactive, Decolonial, Queer, and Feminist Roundtable on Labor in Rhetoric and Composition” Thursday 3:15pm, Portland Ballroom 256, #D01

Risa Applegarth "Queer Genre Work, Genre Activists," Thursday 3:30pm, Room A108, #D11

Liz Lane, "Viral Implications of Social Justice Discourse: New Media Activists Cultivating Voices of Change Cultivating a Critical Approach to Social Media in Rhetoric and Writing Studies" Thursday, March 16 at 3:15 PM, Convention center, D138, #D35
Tammie Kennedy, Queer Film and Producing Public Memory for The Queer Omaha Archives, Queer Archives, Producing Public Memory, and Activism, Thursday 315pm, Room E 145, D 39

Jessica Restaino, “Method Lost and Found: Risk, Uncertainty, Knowledge-Making" "Innovation, Adaptation, Transparency: Creating Change in Writing Research Methodologies,” Thursday 3:15, Room E141, #D49

Think Tank on Equity in CCCC. “Cultivating a More Equitable Professional
Organization” Thursday 4:45pm, Portland Ballroom 254, #E03

Marie Parietti, Meaghan Brewer, Cassandra Groen, Mary McCall, Lisa McNair, Sean Moxley-Kelly, Engineering Communication and the Professional Identities of Women in Engineering, Sponsored by the Writing and STEM Standing Group, Thursday 4:45pm,Room F150 , #E05

Friday

Katie Manthey, Embodying Professional Writing: "'So, I’m Thinking About Getting a Tattoo…" Embodying Activism: Cultivating Rhetorical Strategies as Marginalized Bodies," Thursday 4:45pm, Room F149, #E45

Anna Sicari, "The Aim of Out in the Center: Cultivating Change through Public Controversies and Private Struggles" Thursday, 445pm, Oregon Convention Center, #E147

Iris Ruiz, "The Subject of Decoloniality: Walter Mignolo and the Study of Writing," Friday 8:00am, Portland Ballroom 258, #F37

Elizabeth Imafuji, ”To the King and Councell": Situating Early Quaker Women's Petitions to Authorities," Friday, 8am, Portland Ballroom Lobby, F. Poster Sessions

Lynee Lewis Gaillet, “'The Fixer' Cultivating Leadership On and Off Campus: A Roundtable with Senior Administrators," Friday, 9:30, Portland Grand Ballroom 253, #G01

Katja Thieme (co-presenter: Mary Ann Saunders), How Do You Wish to Be Cited? How Trans Scholars Change How We Think about Citation Translating Inclusivity in Technical Communication, Friday 9:30am, Room C122, #G10

Rachel Chapman, Feminist Seeking Classroom Research: Tracing Studies of Feminist Pedagogy in Writing Courses, Engaging Pedagogies, Friday 9:30am, Room C125, #G35

Paige Banaji, Jennifer Burgess, Carolyn Skinner, Amy Stolley, “Feminist Historiography: Uncovering Rhetorical Activism” Friday 9:30am, Room B111, #G38

Karen Carter, Lydia McDermott, Jessica Ouellette, Lana Oweidat, “Cultivating Transnational Feminist Critique: The Rhetoric of Human Rights under Scrutiny” Friday 11AM, Room B119, #H08

Jason Barrett-Fox, Jean Bessette, Sarah Hallenbeck, “Framing Rhetorical Failure, Cultivating Feminist Engagement” Friday 12:30pm, Portland Ballroom 256, #I22

Megan Faver Hartline, Cultivating Architectures of Participation for Community Writing Cultivating Participatory Community Writing, Friday, 12:30, Room A104, #I35

Erika Sparby, “Meming/Counter-Meming: Remixing Negative Memes to Deconstruct Stereotypes,” Manipulating Virtual Environments, Friday 2pm, Room B111, #J11

Erin Frost, Sociomedico Slippage: Consent and Digital Medical Imaging Reproductive Discourses as Sites for Rhetorical Cultivation of Social Action, Friday 2, Room E143, #J.41

Meaghan Elliott Dittrich, Food Literacies: the rhetoric of meal-kits and how they cultivate culinary capabilities , Rhetoric and Community Engagement: Implications for Food and Nutrition, Friday, 2:00, Room B110, #J44

Keri Mathis, Developing Capacity for Diverse Research Practices in the Archives Nourishing the self, Cultivating the archives, Enriching the public: Sustaining the work of Royster, Rohan, and Kirsch, Friday 2pm, Room D 135, #J53

Tarez Samra Graban, Linked Women Pedagogues Project: Intellectual Encounters as Digital Epistemology Interrogating History in the Interspaces: Rhetoric, Composition, and Metadata Tools, Friday 3/17 3:30, Room D136, #K23

Women's Network SIG. "Cultivating and Enriching the Values of Care in Our Profession" Friday 6:30-7:30pm, Room A109

Standing Group on the Status of Women in the Profession, Business Meeting 7:30-8:30pm, Room A109.

Saturday

Elizabeth Fleitz, All Your Font Are Belong to Us: Gaming in the Late Age of Print, Type Matters: On the Rhetoricity of Letterforms, Saturday, 10:45AM, Room D 137. #L22

Candace Zepeda, “Chicana Feminist Thought as a Methodology to Cultivate Cultural, Political, and Social Inquiry in and out of the Composition Classroom” Perspectives on Identity and Inquiry, Saturday 10:45AM, Room D134, #L26

Tamika Carey, Hillary Coenen, Sonya Gonzales. Writing Feminisms Online, on Bodies, and in Life Writing, Saturday 12:15. Room D133, #M07

Did we miss a feminist presentation? If so, email the presentation info to Trish Fancher at pfancher @ writing . ucsb .edu

Posted in CCCC, Events

Teaching & Researching Feminist Rhetorics:

Digital Curation as Collaborative Archival Method

post by Pamela VanHaitsma, Cassandra Book, Meagan Clark, Christopher Giofreda, Kimberly Goode & Meredith Privott

Collaboration has long been a central practice within the research and teaching of feminist rhetorics (Lunsford and Ede). Yet as feminist scholars take up “invitations” to embark on “meaningful engagements” with digital humanities, the fruitfulness and even necessity of collaboration takes on new valence (Enoch and Bessette; Enoch, Bessette, and VanHaitsma). In digital contexts, “archives 2.0” are participatory (Ramsey-Tobiene). Scholars not only examine but produce digital archives, and digital production often involves collaborative practices of curation (Kennedy). Indeed, as we have found through our work together in a graduate seminar on women’s and feminist rhetorics, the digital curation of archives may function as a collaborative method for scholars interested in bringing together our field’s strengths in historiographic scholarship with emergent digital practices.

To illustrate this pedagogical and historiographic potential, we discuss a collaborative digital curation project from our seminar on women’s and feminist rhetorics. Pamela’s design of this project assignment was inspired by communication scholars Cory Geraths and Michele Kennerly’s pedagogical engagement with the social networking platform Pinterest, as well as rhetoric and composition scholar Krista Kennedy’s work on “textual curation.” The assignment invited graduate students to use Pinterest to curate collections of links to archives, digital archives, and other materials related to women’s and feminist rhetorics from across historical periods and cultural contexts. Working together as a class, we located, selected, and “pinned” these materials; the pins were captioned and arranged into various “boards.”

As this collaborative project developed throughout the semester, we reflected on how digital curation informed our evolving understandings of feminist research and archival processes. Here we focus on three affordances of our collaborative digital curation project in terms of prompting such critical reflection.

Screenshot of Pinterest Board featuring articles about Rosa Parks, Digital Transgender Archive, and the Stonewall Riots.

Screenshot of Pinterest Board featuring articles about Rosa Parks, Digital Transgender Archive, and the Stonewall Riots.

1. Accessing Digital Archives through Curation

First and foremost, Pamela envisioned the digital curation project as a way to increase access to opportunities for primary research in existing digital archives. As scholar of digital archives James P. Purdy writes, accessibility is one the “gifts” of digital archives, as they eliminate many of the “temporal and spatial obstacles to archival research” (40). In the case of the women’s and feminist rhetorics course under discussion here, one “obstacle” was the distance education component of the PhD program. Not all graduate students in this program have access to the same brick-and-mortar archives, because many attend their synchronous courses via two-way streaming video from dispersed geographic locations. Although this PhD program may be unique, limited access to brick-and-mortar archives is not. A collaborative digital curation project confronts this obstacle by encouraging graduate students (wherever they are located) to identify, collect, assess, and share links to digitized collections that (wherever they are) may enable primary archival research.

Along these lines, we used our Archives of Women's & Feminist Rhetorics board to begin curating archives of potential relevance to our course. In some cases, this process of curating links to digital archives served the graduate students’ primary research for final projects. For example, Christopher and Meredith embarked on feminist rhetorical studies of Rosa Sonneschein’s American Jewess, digitized by the University of Michigan’s Jewish Women’s Archive, and Indigenous women water protectors in the #NoDAPL movement, represented in video-recorded interviews from the #NoDAPL Digital Archive. However, while enabling this sort of research in existing digital archives was an initial goal of the assignment design, our collaborative curation process quickly led us to other possibilities pushing at the boundaries of what constitutes archival work in feminist rhetorical studies.

2. Unsettling Relations between Archivists & Audiences

A second pedagogical affordance emerges from the ways that digital curation unsettles the relationship among archivists and audiences. Central to this unsettling is an understanding of “archives 2.0,” such that user participation in digital curation may be understood as a form of archival construction (Ramsey-Tobiene). Archival hierarchies are destabilized, allowing us, as users or audiences, to act as archivists. In keeping with feminist methodologies and methods, we thus become more critically reflexive about our position(s) and power within archives (McKee and Porter).

Consider, for instance, the #BlackLivesMatter (BLM) Archives board we created when engaging with Kimberlé Crenshaw’s work on intersectionality and police brutality against African American women. Kimberly pinned to this board an article that juxtaposed the generational pain of such violence alongside pins of protest footage. As a critical viewer of this archive constructed by the class, Kimberly recognized an omission in the board, and she used her position as a collaborative archivist to fill the gap. She felt it was an important addition because the brutality against all black lives, especially black families, is an important issue to Black Feminists. What is key is that, in the context of the collaborative digital curation project, Kimberly knew she had the authority to participate in altering the archive.

Equally, external audiences had more dominion than usual. Instead of being passive bystanders, they were collaborators, circulating many class pins to unrelated boards. Christopher witnessed an unsettling instance of external participation when his pin from the BLM board was re-pinned to an anti-BLM board. From this repinning, we learned that digital curation continuously challenges power and critical consciousness. In curating through a social media bookmarking site, we had relinquished control of our material. The sometimes unsettling work of a secondary audience resulted in a deeper critical reflexivity on the part of class collaborators; our class boards were dynamic, causing us to constantly (re)evaluate how audiences (ourselves included) process, work with, and make sense of the materials (Enoch and Bessette).                                

3. Adapting Assignments

Third and finally, as our digital curation project unfolded, our dual roles of archivist and audience allowed us to consider content through new lenses and use it for shared purposes. A turning point occurred when we decided, during an in-class discussion of our process, to adapt the original assignment criteria in order to better meet our needs as collaborators, archivists, and researchers. We decided to shift from contributing to boards related to students’ individual research interests, to collaborating more fully on boards connected to the shared topics of each week’s assigned readings. This turning point was, as Kennedy reminds, an example of the “always-in-process nature of textual curation, particularly in networked environments” (181). Pinterest allowed us to easily shift both our process and goals.

Pinning content for weekly topics channeled our collaborative energy. We curated more robust archives for the weekly topics. For example, on the Women’s Presidential Rhetorics board, we curated a total of 49 pins, though our initial plan required only 22 (two per person). Most of us consume media daily, but as we pinned sources to the board, we began to “see” this content through the lens of the weekly course theme. This process made it easier to identify and add multiple pins even when we were not intentionally searching for material to add to the archive. Many of us have continued to pin to these boards after the week and even after the semester concluded.

The ongoing nature of our collaboration illustrates how digital curation is an ongoing process (Kennedy 181). Our collaboration also underscores the importance of class community to such a project. As Ramsey-Tobienne acknowledges, “questions of trust and community are central to concerns about this developing archival space” (5). We would not have experienced one of the most beneficial aspects of the digital curation project if we had not taken the time during class meetings to share our experiences as archivists and audience members--if we had not shared a willingness to adapt the initial assignment expectations to better meet the needs and functioning of our community.

Our collaborative digital curation project allowed us to access existing digital archives, unsettle relationships between archives and audiences, and adapt assignment purposes through collaboration. In so doing, we were able to develop feminist historiographic, rhetorical, and archival scholarship through emergent digital practices. Though our digital curation project as a class has officially ended, our respective understandings of feminist research and archival processes will undoubtedly continue to evolve--and we are left with still other questions about curation and collaboration that we hope to take up further in our future writing about the project.

Author contact info:

Pamela VanHaitsma, pamelavanhaitsma@gmail.com and @pvanhaitsma

Cassandra Book, cbook002@odu.edu

Meagan Clark, meagan.clark@icloud.com and @Meagan_A_Clark 

Christopher Giofreda  cgiof001@odu.edu

Kimberly Goode Kgood035@odu.edu and @KimberlyGoode5

Meredith Privott, jpriv003@odu.edu

 

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Posted in Featured Guest Bloggers

Welcome our new Treasurer, Mariana Grohowski

We are happy to announce that Mariana Grohowski is now serving as the CFSHRC Treasurer!

Grohowski has been a member of the Coalition since 2011. She is an assistant professor of English at Indiana University Southeast and the founder and editor of the Journal of Veterans Studies. She studies the rhetorical activities of past, present, and future members of the U.S. military, emphasizing the multimodal nature of meaning making and the importance for inclusive and accessible (teaching and research) practices.

We also want to thank our previous treasurer, Nancy Myers, to whom we are truly indebted for her service and years of leadership.

Posted in News

Welcome Casey Miles, our new Web Coordinator!

photograph fo Casey Miles, white woman with short hair smiling, wearing a professional blazer.

Casey Miles

We are delighted to announce that Casey Miles has agreed to serve as the CFHSRC Web Coordinator. Casey Miles is an Assistant Professor in the Writing, Rhetoric & American Cultures department at Michigan State University. She teaches in the Professional Writing and First-Year Writing Programs. Casey received her PhD in Cultural Rhetorics, and holds a master’s degree in Digital Rhetoric & Professional Writing. In 2016, Casey won the CCCC Gloria Anzaldúa Rhetorician Award for her scholarship focused on queer multimodal research. She continues to work on her documentary series, The Gender Project, which explores the ways queer people compose gender, gender identity, and sexuality in their everyday lives.

Casey is already hard at work updating the Peitho website with multimedia scholarship. Learn more about her research and teaching at her website http://soulsmiles.com/ Welcome her to our team!

Posted in News

Join us for our 4C17 Event: Building Sustainable, Capable Lives, or Tilting at Windmills?

Simple drawing of windmillHow many of us lament our busy lives, and wonder how we can possibly balance the demands of family, work, and even maybe self?  This year’s Coalition session arose from conversations and frustrations that Coalition members have expressed over the years—how do we do all that we do and still (maybe) even stay sane?

The Coalition is hosting its annual Wednesday night meeting: 6:30 pm, on Wednesday, March 15 in The Portland Ballroom 252.  This year’s session, “Building Sustainable, Capable Lives or Tilting at Windmills?” will focus on Work/Life Balance and will feature a lesson making ezines (Christine Martorana), a few moments for mindful meditation in busy places (Kathleen J. Ryan and Christy Wenger), and choices for five Action Tables. The second half of the evening will include our usual mentoring tables, plus others centered on work/life balance.

Action Tables

  • Ritual vs. Habit (Shelly Hawthorne Smith)
  • From Putting out Fires to Being on Fire (Charlotte Hogg)
  • Using Yoga to Harness Flow (Kathleen Ryan and Christy Wenger)
  • Journaling (“The Story of Goldilocks and the Lawnmower”) (Jeanne Marie Rose)
  • Leaky Bodies and Connective Mentoring (Melissa Nicolas and Leslie Anglesey)

Mentoring Tables

  • Conference Networking for the Socially Awkward (Patti Poblete)
  • Selfcare as Professional Warfare (Sarah Klotz and Heather Springer)
  • Negotiating for Personal and Professional Sustainability (Abby Dubisar and Rebecca Dingo)
  • Dueling the Dual Career (April Cobos and Jessica Saxon)
  • Remembering and Sharing What Matters (Mary Sheridan and Rachel Gramer)
  • Attending to the Bodyminds of Scholars (Sarah Hart Micke and Anne Marie Womack)
  • Feminist Praxes, Writing, and Community Engaged Work (Jenn Fishman)
  • Writing Feminist Arguments (Kathleen Welch)
  • History (Nan Johnson)
  • Making Time To Write (Jane Greer & Lisa Shaver)
  • Feminist Administration (Lynée Lewis Gaillet)
Posted in President's Blog

Changing the Landscape: Feminist Rhetorical Practices: New Horizons for Rhetoric, Composition, and Literacy Studies Five Years Later

Five years ago, Gesa Kirsch and Jacqueline Jones Royster published Feminist Rhetorical Practices:  New Horizons for Rhetoric, Composition, and Literacy Studies.  Met with much critical acclaim, Feminist Rhetorical Practices offered historians of rhetoric and composition a way to read, interpret, and analyze historical texts through the lenses of social circulation, critical imagination, strategic contemplation, and globalization. An immediate success, the text had—and continues to have—a major impact on the historical feminist thinking in our field.

To that end, the Coalition’s 2018 Wednesday evening session* will revisit Kirsch and Royster’s work and how it has changed (and continues to change) our discipline.  Questions presenters may want to address include:

  • How has Feminist Rhetorical Practices challenged feminist models of history?  Historiography?
  • How has the conversation about feminist historical research changed or evolved as a result of Kirsch and Royster?
  • How has the Kirsch and Royster challenged readings of “alternative” histories (those that deal with race, ethnicity, gender, sexuality, class, age, ability, and groups that are otherwise typically silenced)?
  • How does this text complicate our readings of alternative texts?  Ephemera?  Digital texts?
  • How do contemporary scholars using the Kirsch and Royster to complicate previous readings of historical texts?   Create new ones?
  • How do Kirsch and Royster allow us to create connections between historical events/movements and current ones?
  • What challenges are faced by those using the Kirsch and Royster as a framework for their work?
  • What critiques of Kirsch and Royster are circulating, and how might they help us push the envelope for our own work?

Proposals are now being accepted for presentations for the Wednesday night SIG.  Presenters are encouraged to think about presentations that might be interactive, collaborative, creative, theoretical, co-authored, and otherwise innovative.   Proposals should be 250-300 words and include an abstract (no more than 140 characters).  Please submit to Lisa Mastrangelo (lmastrangelo919@gmail.com) by 3/1.

*NOTE: Because the Wednesday night Coalition session is, technically, a Special Interest Group (SIG), participants may also apply for a speaking role on the regular program.

Posted in CFP

CFSHRC Goes To Washington

purple background with CFSHRC and a red heart around the F. with the text Jan 21st, #teamfemrhet, @cfshrc @femrhet

The Women’s March on Washington is shaping up to be a historic show of feminist solidarity and collective action. We know that many of the CFSHRC are going to be attending, either in DC or in one of the many sister marches. As your professional organization, the CFSHRC wants to help you connect with fellow members of #teamfemrhet and also document our community’s participation in this historic event.

Towards that end, we invite you to link up with the CFSHRC and with other members in person. We designed three main ways to participate:

  1. Coordinate with CFSHRC members on the ground:

We are going to be gathering across the country. Want to carpool? Need to share a room? Looking for a lunch buddy? Are you new to political protest and just want a buddy to walk with? Want to plan a pre-march sign making party? Use this spreadsheet to coordinate:
https://docs.google.com/spreadsheets/d/1EJgICXWdqKOWVXtcFtda50otKNd7kqqLwNgv6bMM2AY/edit?usp=sharing

  1. Share your experience on social media:

We would love to share your experience on the day of the event. We want to celebrate your actions. We also know that not everyone can participate in person. By bringing the Women’s March online, we want to offer everyone an opportunity to share the experience and participate digitally.

On Twitter: Use our hashtags #cfshrc or #teamfemrhet.

On Facebook: We’ll create a post for everyone to comment on, add photos, or share their experiences.

  1. Contribute to the CFSHRC archive:

We're a coalition of feminists dedicated to both preserving and actively shaping history. Help us to document this history in the making by emailing your photos and/or your stories to our Archivist, Alexis Ramsey ramseyae@eckerd.edu or feminismsandrhetorics@gmail.com. 

Posted in News, Uncategorized

Coalition of Feminist Scholars Statement of Solidarity

In 2016, the Coalition changed its name to reinforce the organization’s longstanding commitment to critical feminist work and to better reflect the diversity of its membership, where “diversity” is not always marked by stark or traditional distinctions.  After the 2016 general U.S. election, we wish to reaffirm our commitment to the values of inclusion and gender justice on which our organization was founded; to recognize and bring attention to the unique challenges involved in feminist writing, teaching, scholarship, and leadership in the current political climate; and to reiterate our support for our members.  

Historically, work in rhetoric and composition and feminist methodologies has always been political.  Drawing on the past for fortitude in the present and inspiration for the future, the leadership of the Coalition of Feminist Scholars in the History of Rhetoric and Composition adds its collective voice to those calling for solidarity. In doing so, we join colleagues in three of our closely affiliated professional organizations that have also recently made statements:

The Council of Writing Program Administrators, which issued “The CWPA Statement on Supporting a Diverse and Inclusive Environment;” 

The Council of Writing Program Administrators People of Color Caucus, which issued the “CWPA POCC Statement of Solidarity;”  

The Rhetoric Society of America, which issued this "Message From the President;"

and

The Conference on College Composition and Communication, which issued “The CCCC Statement on Language, Power and Action.”  

In addition to supporting these initiatives from our fellow organizations, we will continue working toward inclusion and solidarity in multiple ways, starting with conversations about balancing work and life at the 2017 CCCC. In addition, the theme for the 2017 Feminisms and Rhetorics conference is “Rhetorics, Rights, Revolutions,” and promises multiple spaces and opportunities for both dialogue and action at the upcoming conference.

We welcome you to participate. Join us at both of these events and subsequent events for both sustained and sustaining conversation. We welcome your ideas and would like to hear your needs. The Coalition is poised to collaborate with others to create just spaces in which feminist research, teaching, and learning are possible for all.

 

Posted in News

Preparing for Interviews: Standing Out While Fitting In

by Letizia Guglielmo, Associate Professor of English and Gender and Women’s Studies
Kennesaw State University

Over the last few months, my colleagues Erin Costello Wecker and Lydia McDermott have shared advice on the job search that grew out of our 4c16 CFSHRC mentoring table.

Now that your application materials are prepped and submitted, the next stage of the process likely will include various rounds of interviews via phone or Skype and face-to-face with search committees. Although the specific context and duration for each of these interviews will vary (phone and Skype interviews may be no longer than thirty minutes whereas on-campus interviews may take place over multiple days), in each case a little extra research can go a long way in helping you to feel comfortable and better prepared and to imagine yourself in a particular professional space while helping interviewers to do the same.

Chances are, you’ve received great advice about preparing for interviews from mentors and peers—be ready to talk about your next scholarly project, prepare questions for the search committee when asked, etc.—and you’ve already done quite a bit of research to prepare job materials and to make it to this stage of the process. What I’ll suggest here, then, are a few tips that involve getting to know the institution and being able to talk about your work within that specific context. Working to stand out while also fitting in. In keeping with what Erin and Lydia address in their earlier job search posts, considering who you are, what you want, and what you bring to the position are important preliminary steps in preparing for this stage of the larger job search process.

How Will You Be You in This Place?

It goes without saying that you should be able to describe yourself (briefly) as a teacher without having to read from your teaching philosophy, and if you’ve applied for positions that include administrative work, you should be able to do the same with an administrative philosophy. Describing your teaching may also include sharing an assignment that you might use in a class appropriate for the position, one that you may not have included in a course previously. Give yourself time to think through this assignment within the context of actual courses offered in the department or program for which you are interviewing and the student population you will be working with. What do program and department websites tell you about courses, syllabi, and students? How can you connect your experience and vision with program or department values articulated in mission statements, outcomes statements, policies and procedures, curriculum overviews, and assessment materials? Help your interviewers and potential colleagues see what you can bring to their programs in language that sounds familiar and fits the institution’s current context.

Take time to search for program initiatives, institutional changes, or other recent developments that might influence your work, including strategic plans or Quality Enhancement Plans (QEPs). Consider how your expertise may align with these initiatives and, in turn, how they allow you to speak to the specific responsibilities of the position. For example, an institution’s stated commitment to community engagement may allow you to talk about your experience with community writing projects in the classroom and to articulate the specific ways you see those activities serving students, community members, and the institution in the position you are interviewing for.

Considering the variety of positions for which you may interview (tenure- and non-tenure-track) within a variety of institutional contexts, you also might consider, among other issues, how you would manage a heavy teaching load and/or how you will find support or make time for scholarly activities when teaching and service are the primary expectations for the position. Having taught a five-course load each semester for a number of years, I realized after some trial and error that my approach to teaching writing needed some modification if I was going to retain much of the one-on-one work I knew served my students well while also responding to over 120 essays each time students submitted a major assignment. Furthermore, working primarily with first- and second-year students during those years, I tried to take advantage of opportunities to make my teaching my scholarship and to pursue institutional funding and professional development that allowed me to combine the two whenever possible. Institutional centers for teaching excellence or excellence in teaching can be great resources for supporting faculty work and can provide a snapshot of the kinds of projects current faculty have been engaged in.

Finally, don’t overwhelm yourself with research. As Lydia wisely explained regarding the preparation of job materials, you eventually have to conclude the research process and be present for and engaged in the interview. As you prepare for the conversations, presentations, and campus visits, remember that your potential colleagues are not as interested in whether you can quote the mission statement or strategic plan as they are in seeing how you fit in while also bringing something unique to the table.

Relax, trust your instincts, and enjoy the process.

Posted in Featured Guest Bloggers

Join Us at FemRhet 2017

final-banner

Greetings!

We, the members of the planning committee, are thrilled to host the 2017 Feminisms and Rhetorics conference.  

In creating our conference theme, “Rhetorics, Rights, and (R)evolutions,” we wanted to emphasize the history of FemRhets, particularly its 20th anniversary, which we’ll celebrate in 2017, an important anniversary that is not just about the longevity of the conference (although how wonderful it is to be celebrating such an anniversary!); it is also an anniversary that also celebrates the research, writing, collaborative activities, and relationships that this conference has made (and will continue to make) possible.  Visit the conference website for the full Call for Proposals.

Through the conference theme, we also hope to emphasize what’s unique about our institution.  The University of Dayton is a Marianist Catholic university with an institutional mission dedicated to social justice and literacy. Home to the nation’s first academic program in human rights studies, the Marian Research Institute, and the Hanley Sustainability Institute, the university’s socially progressive character provides a unique space for exploring the intersections of feminisms, rhetorics, and the social practices of human rights advocacy and activism.

Our conference theme is enhanced by the many local and regional connections to human rights work-in-action. Most notably, these include;

The university’s special relationships with the Dayton International Peace Museum and the Dayton Literary Peace Prize offers conference attendees opportunities to explore new ideas, new projects, new ways of thinking about or collaborating on “rhetorics, rights, and (r)evolutions.”  

In so many ways, within the tradition of past FemRhets conferences, we want the conference theme to be the first invitation for us to come together, share our work, and learn from one another.  And we extend that invitation to you to begin developing your conference proposals, panels, workshops, and mentoring sessions.  We look forward to seeing you in Dayton in October 2017!  

In the meantime, please like us on Facebook and follow us on Twitter for conference updates, or contact us at feminismsandrhetorics@gmail.com with any questions.

With eager anticipation,

Elizabeth Ann Mackay
Margaret Strain
Patrick Thomas
Susan Trollinger      

Posted in Calls, CFP