Writing & Pedagogy 2020-04-21T10:23:42+00:00 Rodney H. Jones Open Journal Systems <p><em>Writing &amp; Pedagogy</em>&nbsp;seeks to provide a broad-ranging, internationally oriented forum for discussion and dissemination of knowledge focused on the nature of writing and the teaching of writing. It is innovative in being both international in scope and in spanning across all levels of education, from primary school through doctoral level. The journal aims to provide information and stimulate conversations that can advance the theory and practice of writing pedagogy in first- and second-language environments.</p> Writing as resistance in an age of demagoguery 2020-04-21T10:23:37+00:00 Christian W. Chun 2020-04-17T00:00:00+00:00 Copyright (c) 2020 Equinox Publishing Ltd. <i>Stray dogs: Interviews with working-class writers</i>, edited by Daniel M. Mendoza 2020-04-21T10:23:41+00:00 John Walter Lepley <p><em>Stray dogs: Interviews with working-class writers e</em>dited by Daniel M. Mendoza. (Down &amp; Out Books: Lutz, Fl., 2016), 147 pages. $6.99 (eBook)</p> 2020-04-17T00:00:00+00:00 Copyright (c) 2020 Equinox Publishing Ltd. Schools, sexual violence, and safety: 2020-04-21T10:23:38+00:00 Usree Bhattacharya Kathleen R. McGovern <p>Two and a half million adolescent girls have experienced some form of sexual violence in India; significantly, they make up a quarter of all rape cases, despite being a small percentage of the population (Raj and McDougal, 2014). Parents and girls’ fears about safety contributes to their high dropout rates within Indian education, but thus far there has been little research on this topic. Focusing on underprivileged adolescent girls at an afterschool site in Mumbai, India, this qualitative study investigates how within this landscape of sexual violence, writing serves as a medium to name, resist, and transform it. Specifically, we scrutinize the articulation of resistance which attempts to contest social norms, cultural conventions, and other forms of everyday hegemony. We examine data extracts from essays written by three adolescent girls participating in the afterschool program as part of a pilot study that took place in December 2016. The analysis of these extracts illuminates how the girls, through their writing, articulate their vulnerabilities about their own and others’ personal safety. Furthermore, it reveals how it is connected to their ability to access education. Moreover, it highlights the ways in which the girls resist parental and other socio-cultural pressures. Finally, the analysis sheds light on the complex and powerful ways in which the girls assert their independence, demand autonomy over their lives, and exercise agency. Ultimately, this investigation offers a path forward for Indian educators to reimagine girls’ education in light of girls’ safety issues, using writing as a space to articulate a literacy of resistance and hope.</p> 2020-04-17T00:00:00+00:00 Copyright (c) 2020 Equinox Publishing Ltd. Making sense of resistance in an afterschool tutoring program 2020-04-21T10:23:39+00:00 Robert A. Kohls <p>The term resistance has been an evolving concept in literacy and composition studies. While much has been studied in terms of student resistance in high schools, first-year composition classrooms, and in university writing centers, little is known about how resistance occurs in afterschool tutoring programs between volunteer writing tutors and their tutees. Using an ethnographic case study approach, this paper examines how three adult volunteer writing tutors made sense of resistance in working with their adolescent tutees in an urban tutoring program. The findings showed that tutor attitudes, values, and reactions shaped their experience of resistance in a variety of ways including a) misreading tutee signals of engagement; b) masking expectations of cultural and linguistic compliance within a discourse of resistance; and c) embracing resistance as a bridge to tutor growth. The author uses these findings to inform current conceptions of student resistance and compliance and to provide implication for volunteer tutor training.</p> 2020-04-17T00:00:00+00:00 Copyright (c) 2020 Equinox Publishing Ltd. ‘Will the real writer please stand up’ 2020-04-21T10:23:39+00:00 Sreedhevi Iyer <p>As we enter the era of bullshitology, methods of evaluating ‘authenticity’ become even more necessary. Celebrity writers of color, like all writers, have to present themselves as themselves in literary discourse. However, due to the discursive tendency to pigeonhole authors of color, such authors instead construct a public persona to negotiate the paradoxical position they inhabit within the discourse. Junot Diaz, author of Pulitzer Prize-winning The Brief Wondrous Life of Oscar Wao, presents himself differently across different communicative contexts, by indexing existing metapragmatic stereotypes regarding the ‘authentic’ author. The results emerge as demonstrating Diaz’s style-shifts that occur according to the size of the communicative contexts. The smaller the communicative platform, the more Diaz assuredly resists pigeonholing. Similarly, the larger the platform, the more Diaz capitulates towards pre-determined discursive labels. Such an outcome underlines the challenge contemporary authors face in order to remain viable and exert influence over prevailing cultural conversations.</p> 2020-04-17T00:00:00+00:00 Copyright (c) 2020 Equinox Publishing Ltd. Writing and identity 2020-04-21T10:23:40+00:00 Stephanie Gollobin <p>Using a multidisciplinary approach to social justice teaching, this article explores the often invisible impact of double consciousness on adult English language learners in the United States and provides examples of classroom practice that invite students to reflect on its effects. The experience of double consciousness is examined as it relates to English language learner identities. A Critical Language Awareness (CLA) framework and identity-conscious teaching practices are explored to encourage student participation and reflection. This approach, demonstrated through examples used in writing classes, encourages the exploration of identity in the face of oppression by interrogating social constructions and fiction and nonfiction stories containing connected themes. Three classroom lessons and consequent writing are analyzed with a critical discourse lens to examine student responses and reflections on language and identity. Student writing demonstrates that encouraging English language classes to interrogate the language of institutionalized inequity and identity formation can illuminate potential influences of double consciousness, which can empower students to think critically about their identities and choose whether to take steps to mediate the ways in which they could be affected by double consciousness.</p> 2020-04-17T00:00:00+00:00 Copyright (c) 2020 Equinox Publishing Ltd.