What Else Do We Know? Translingualism and the History of SRTOL as Threshold Concepts in Our Field

Autor/in	Brown, Tessa
Titel	What Else Do We Know? Translingualism and the History of SRTOL as Threshold Concepts in Our Field
Quelle	In: College Composition and Communication, 71 (2020) 4, S.591-619 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-096X
Schlagwörter	Multilingualism; Educational History; Writing Instruction; Writing Skills; Story Telling; Rhetorical Criticism; Cultural Relevance; Writing (Composition); College Curriculum; African American Culture; Black Dialects; College Faculty; New York (New York) + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; History of education; Bildungsgeschichte; Schreibunterricht; Writing skill; Schreibfertigkeit; Schreibübung; Fakultät
Abstract	In this article, the author uses storytelling to retell moments in the history of our field. Using personal anecdote alongside critical race theory and critical whiteness studies, she critiques the Writing About Writing movement by re-situating it in history: first narrating it as a contemporary of the Translingualism movement, and then comparing it with Mina Shaughnessy's Errors & Expectations. These two sets of narrative, historicized foils allow the author to develop a portrait of the Writing About Writing movement as a colorblind countermovement to the translingualism movement, a bid for power in the white context of academic institutions at a moment of austerity in the first decade of the 2000s. Instead of the Writing About Writing movement's colorblind and ahistorical portrait of what writing scholars know, the author tells stories that center translingualism and Students' Right to Their Own Language as central concepts to the study of rhetoric, composition, writing, and literacy. (As Provided).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01