User:Ashleigh Howard/Intersectionality

= INTERSECTIONALITY & THE ENGLISH CLASSROOM = Different Methods of Teaching/ Accessibility.

Intersectionality provides an open perspective that helps study multiple inclusive learning processes, formalities, strategies etc. in order to decrease the risk of academic disadvantages/inequity because of anyone's social, economic, or class level. Inclusivity in education is a direct product of intersectionality, as it takes into consideration elements of peoples' identity. Different styles of teaching have remained on the rise as teachers continue to work towards accessibility for a wider range of students. More specifically those affected by disability. In fact, this is considered a form of social justice within academia. It embraces not only disability, but multilingualism, multimodality, and accessibility. As Laura Gonzales and Janine Butler explain in their article, their methods of accessible teaching when common language is unable to be reached, students may need to use other methods of communication such as gestures, visuals, or even technology. The research conducted on these students by both the authors thread together the strengths of bilingual education and disability in writing. Teachers in their classrooms incorporate pedagogical methods for multimodal composition. This then creates a safe and productive learning environment for students and promotes intersectional methods of learning.

Both Gonzales and Butler incorporate their social justice movements for inclusion in their own classrooms!

Gonzales explains an introduction writing course to English majors where students were able to compile and film short videos of interviews with Indigenous people and interpreters. The purpose of the project served as a form of representation for an unrepresented group of people who so often get lost in translation. In many instances, such as medical consultations, Indigenous people are not offered interpreters, like they are supposed to. All in all, Gonzales uses this as an example and opportunity for community engagement where multiple forms of language were utilized (digital media, readings, conversations etc.).

Another example is Butler’s pedagogical approach to incorporating intersectionality focusing on letting her disabled students communicate through a variation of assignments. Examples of these variations are video reflections or an analysis of digital spaces. The video reflections are more geared towards mindful interactions. The students first must consider their own environment and methods of communication and either work with individuals who use the same methods of communication or explore a new genre of communication from a different community. After, the student must create a multimodal and multilingual reflection of the interview in order to interpret and process their own experiences and takeaways. Next is the analysis of digital spaces where students must take into consideration how their publications or organizations properly reach their target audience. Students are able to use their own identities as inspiration for picking an organization/publication. They then write an in depth report on Medium (a social platform) of how the digital platform communicates with their audience, or doesn’t. If published, this creates “an online audience” where students and other peers can directly interact and discuss with one another.

Both of these examples are ways Gonzales and Butler incorporate their research into their own classrooms in order to engage with their communities and incorporate intersectionality.

Writing Programs on Race & Gender.

Inclusion of intersectionality is meant to “Trouble the Boundaries” and pave the way for a more diverse writing program in Predominantly White Institutions (PWI). Writing programs are very closely linked by the influence of race and gender. Both of the authors Collin Lamout Craig and Staci Maree write about their experiences in writing program’s as administrators in a predominantly white midwestern institution. One big culture shock to them was the underrepresentation of people of color and minorities in the Council of Writing Program Administrators (CWPA) meetings. The CWPA oversee the evolution of the program, introduce revisions, implement university writing standards etc. Therefore, reprogramming and the addressing of issues must first and foremost go through the CWPA. That is not to say any of the council members are at fault, it is a mere observation to shed light on the issue at hand, power dynamics and how they affect writing programs. Dominant and minority relationships serve as a dimension that pushes for change in order to reach common language. Consequently, a broader composition in understanding helps construct identity politics in order to reach an agreement. Craig then goes on to share her story when a well known professor approaches her and takes on an “It’s not my problem” or “I can’t teach these people” attitude when he has an issue with another black RA. The professor then goes on to say “He might take constructive criticism better from a pretty woman like you than an old white guy like me.” Her example is one of many given in the article that address the issue at hand with power dynamics within writing programs and PWI’s. It doesn’t allow room for advice or consultation from those of other races or gender. Instead, it simply passes on one problem from one demographic to another. In these cases taking into consideration intersectionality and how prevalent they are in academia can help set up a system of acknowledgment and understanding.

Works Cited

Gonzales, Laura; Janine Butler. (2020). Working toward social justice through multilingualism,  d	multimodality, and accessibility in writing classrooms [Special Issue: Promoting Social a  m 	Justice for Multilingual Writers on College Campuses]. Composition Forum 44. https://compositionforum.com/issue/44/multilingualism.php

Craig, Collin Lamont, and Staci M. Perryman-Clark. “Troubling the Boundaries: b	a	a	(De)Constructing WPA Identities at the Intersections of Race and Gender.” WPA: Writing q	Program Administration, vol. 34, no. 2, 2011, pp. 37–57.

http://162.241.207.49/archives/34n2/34n2craig-perryman-clark.pdf