| Popis: |
This dissertation explores what happens when antiracist education is brought into the composition classroom, not simply as a theme, but as an organizing principle for the exigencies of composition education and the field at large. It engages with critical concepts from postcolonial theorists like Edward Said and Frantz Fanon, scholarship on the rhetorics of race from rhetoricians like Victor Villanueva, as well as antiracist frameworks from diversity scholars like Robin DiAngelo as I conceptualize my project through critical and pedagogical loci of power and possibility. Using cultural competency and racial literacy education frameworks and the results of two qualitative studies, I argue that composition education should prioritize the subject of race toward meeting both writing and social justice education goals. |
