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September 1, 2022

Colloquium Proposals Due

Possible session topics might include:

  • How are we defining the terms “access,” “diversity,” “equity,” and “inclusion”? How do they mean different things for different people such as administrators, instructors, students, and other stakeholders of specific positionalities? How have they been employed (and received) in different spaces such as curricula, the classroom, writing programs, WAC/WID programs, writing centers, professional development, teacher/tutor-training? How can we work towards a shared vocabulary for DEI work?
  • What do we want the field of WPA to be? And who do we want WPAs to be? What are the challenges to writing programs and WPA work becoming more equitable, accessible, and inclusive? How do we persevere in this work in the face of resistant or even hostile working environments? How do we persevere in the current political climates?
  • How might we design more equitable transitions into our programs from secondary schools, migration, military, prisons, and other institutions?
  • How do our roles as administrators and instructors perpetuate gatekeeping mechanisms such as standard Englishes and writing program pedagogies, policies, and practices? How can we reimagine these roles?
  • What methods from within and beyond our field can we employ to interrogate the structural and systemic issues impacting our work? How might we employ them to more critically, systemically, and productively reflect on the future of WPA?
  • What is WPA-GO/graduate students’ role in establishing, developing, and maintaining a sustainably inclusive pipeline to the CWPA/the WPA field? And what does inclusive mentoring look like?
  • How can our field better support graduate students and make their work more visible? How can we help them leverage networks?
  • How do we make connections between the various silos of WPA work around the US and other regions of the world? What colonizing and decolonizing ethics need to be considered here? And how might this work inform antiracism and other inclusion efforts?
  • How do we address other injustices that affect our writing programs (sexism, ableism, nativism, homophobia, transphobia), and vice versa? What intersectional cross-movement coalitions can we build?
  • How can we as a field establish more harmonious and compassionate ways of working together towards education reform? How can we learn to disagree and critique in ways that reflect our expertise and ethos as educators and rhetors and set a good example for our students?
  • How can we prioritize self-care in increasingly unstable work environments?

Click here to submit a proposal 

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Add to Calendar aCLuDhaqizCaPxAftmqF167204 09/01/2022 09/01/2022 true America/Detroit Colloquium Proposals Due Possible session topics might include: How are we defining the terms “access,” “diversity,” “equity,” and “inclusion”? How do they mean different things for different people such as administrators, instructors, students, and other stakeholders of specific positionalities? How have they been employed (and received) in different spaces such as curricula, the classroom, writing programs, WAC/WID programs, writing centers, professional development, teacher/tutor-training? How can we work towards a shared vocabulary for DEI work? What do we want the field of WPA to be? And who do we want WPAs to be? What are the challenges to writing programs and WPA work becoming more equitable, accessible, and inclusive? How do we persevere in this work in the face of resistant or even hostile working environments? How do we persevere in the current political climates? How might we design more equitable transitions into our programs from secondary schools, migration, military, prisons, and other institutions? How do our roles as administrators and instructors perpetuate gatekeeping mechanisms such as standard Englishes and writing program pedagogies, policies, and practices? How can we reimagine these roles? What methods from within and beyond our field can we employ to interrogate the structural and systemic issues impacting our work? How might we employ them to more critically, systemically, and productively reflect on the future of WPA? What is WPA-GO/graduate students’ role in establishing, developing, and maintaining a sustainably inclusive pipeline to the CWPA/the WPA field? And what does inclusive mentoring look like? How can our field better support graduate students and make their work more visible? How can we help them leverage networks? How do we make connections between the various silos of WPA work around the US and other regions of the world? What colonizing and decolonizing ethics need to be considered here? And how might this work inform antiracism and other inclusion efforts? How do we address other injustices that affect our writing programs (sexism, ableism, nativism, homophobia, transphobia), and vice versa? What intersectional cross-movement coalitions can we build? How can we as a field establish more harmonious and compassionate ways of working together towards education reform? How can we learn to disagree and critique in ways that reflect our expertise and ethos as educators and rhetors and set a good example for our students? How can we prioritize self-care in increasingly unstable work environments? Click here to submit a proposal  ----