Notes: Gloria Anzaldúa, “Movimientos de rebeldía y las culturas que traicionan” in Borderlands/La Frontera: The New Mestiza

Anzaldúa, Gloria (1987). “Movimientos de rebeldía y las culturas que traicionan.” In Borderlands/La Frontera: The New Mestiza. San Francisco: Spinsters/Aunt Lute.

Summary:

Anzaldúa writes gets at defining culture and the limitations imposed on the self.

Keywords: Cultural Rhetorics, Culture, Decolonial/Postcolonial, Queer, Feminist Rhetorics, Minority Rhetorics, Critical Race Theory

Quotes:

“There is a rebel in me—the Shadow-Beast. It is a part of me that refuses to take orders from outside authorities. It refuses to take orders from my conscious will, it threatens the sovereignty of my rulership. It is that part of me that hates constraints of any kind, even those self-imposed. At the least hint of limitations on my time or space by others, it kicks out with both feet. Bolts” (16).

“Culture forms our beliefs. We perceive the version of reality that it communicates. Dominant paradigms, predefined concepts that exist as unquestionable, unchangeable, are transmitted to us through culture” (16).

“Deviance is whatever is condemned by the community. Most societies try to get rid of their deviants…. The queer are the mirror reflecting the heterosexual tribe’s fear: being different, being other and therefore lesser, therefore sub-human, inhuman, non-human” (18).

“The world is not a safe place to live in…. The ability to respond is what is meant by responsibility, yet our cultures take away our ability to act—shackle us in the name of protection” (20-21).

Notes: Haivan Hoang, “Campus Racial Politics and a ‘Rhetoric of Injury'”

Hoang, Haivan V. “Campus Racial Politics and a “Rhetoric of Injury”.” College Composition and Communication, vol. 61, National Council of Teachers of English, Urbana, 2009.

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Keywords: Composition, Pedagogy, Critical Pedagogy, Minority Rhetorics, Critical Race Theory

Sources:

Himley, Margaret. “Response to Phillip P. Marzluf, ‘Diversity Writing: Natural Languages, Authentic Voices.’” CCC 58.3 (2007): 449–63.

hooks, bell. Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge, 1994.

Winans, Amy E. “Local Pedagogies and Race: Interrogating White Safety in the Rural College Classroom.” College English 67.3 (2005): 253–73.

Quotations:

“This article is interested in the ways diversity discourse, in a twist, can advocate for racial accountability while also undermining those same struggles” (386).

“Indeed, injury is perhaps the trope through which we understand racial accountability. To be sure, the trope has been fundamental to identifying and remedying those injuries caused by racial prejudice, but there are also worrisome ways in which the rhetoric of injury gets taken up. As college writing faculty, we should be troubled by injury’s articulations in campus racial politics. We see claims to and refutations against victimization, a desire to occupy injured subject positions, and excessive attention to individual distress and anxiety. We live in a privatized system that scrutinizes so very closely the wounds of individuals that it deflects attention from the material conditions, cultural systems, and histories that produced racial injustice in the first place” (386-387).

“[W]e might take care to foster students’ understanding of the historical production of racial difference, its impact on writing/speaking positions, and the ways in which difference is rearticulated in the present” (387).

“[T]he salvationist impulse among some teachers is not only the counterpart to a minority student needing salvation; the savior suggests moreover a triangular relationship with the presumed victim and the injurer. With diversity writing at the nexus of savior, victim, and injurer, students have few productive subject positions from which to write—especially if the student is cast as one who injures himself or herself. Indeed, what does diversity ask us to become?” (389).

“[D]iversity is a performative, albeit an infelicitous one. The self-involved dialogue between Cain and Abel, pervasive claims to victimization, and an interest in guilt and shame: these cue diversity’s performative nature… Public institutions… structure understandings of race, and these structures have enacted, are based on, and potentially carry on America’s vexing racial legacy” (389).

“One challenge is that diversity calls up authentic bodies that are part of taken-for-granted racial categories” (390).

“Within the university, college writing faculty are in a position to foster students’ rhetorical engagement within their campus communities; such work could encourage students to critically read a rhetorical context that matters to them and to articulate their concerns accordingly” (402).

“As a start, composition pedagogy must challenge the unfettered belief in the logic of individualism, the belief that inclusion and awareness of academic rhetorical conventions alone will eradicate unequal rhetorical agency. A critical race praxis, I propose, requires a deep sociohistorical inquiry into articulations of race over time as well as serious deliberation over community values” (402).

“A rhetoric informed by the commonplace of social responsibility, one in which students productively recognize and make use of their authority, rather than personal injury, in which students deny all agency, would better enable students to forward their democratic rhetoric” (405).

Notes: Renee Moreno, “The Politics of Location”

Moreno, Renee M. “”The politics of location”: Text as opposition.” College Composition and Communication, vol. 54, 2002.23574889382_0ae23acd76_o

Keywords: Composition, Pedagogy, Critical Pedagogy, Critical Race Theory, Minority Rhetorics, Writing Studies

Quotations:

“In a university, is the project of literacy (reading and writing) a tool for control and colonization, considering here that literacy in institutional settings is also used to socialize students to the uses of language and discourses in educational institutions? By reclaiming native language” (223).

“By telling history as stories, I assert that Galeano reimagines how identities are linked. This point is important in educational institutions—to rewrite the histories of linkage and connection and to describe how these play out in schools, despite efforts to keep people separated. I am especially interested in how, as bicultural subjects, students might begin to use textual locations to define and shape resistance, to define themselves collectively, and to unmask power when it is operating in the classroom and in pedagogy” (225).

“I wonder, is it so hard to imagine (and perhaps even to permit) “basic” writers to write, to read, and to imagine themselves through their texts? This is my starting point, to examine the context of writing within an academic setting, to examine how writers respond, and to contextualize my argument with histories” (225).

“I was interested in providing them with a safe space (however institutionalized) in which to explore the topics of race and ethnicity and to experiment with language, and I wanted to create an “oppositional” space within this traditional institution” (226).

“I have always told students that we all have stories to tell, something to say, that the classroom is a place where we listen to these stories, where we begin to co-construct knowledge and meaning” (228).

“Today, however, educational institutions are less and less interested in the needs of underrepresented students and the places from which these students come. As the institution is getting less attentive to the needs of the most vulnerable students (one effect of whittling away at the gains of affirmative action) and as services are being downsized, there is still a need to direct classroom practice to attend to the needs of these students” (235).

“For me, the most important call to action is to think about those students who are occupying our classrooms and to see classrooms as a hopeful space of transformation, as a location that might get us closer to developing those new intellectual frameworks to which Hayes-Bautista calls attention” (237).