Pub Date : 2022-07-03DOI: 10.1080/15210960.2022.2127394
Rebecca Covarrubias, Xiaoxia Newton, Tehia S. Glass
Academic writing is a critical activity through which scholars establish their stature in the field with ensuing academic successes. These “successes” rely on conventions that determine what questions are important to ask, what is the most rigorous methodology to employ, what constitutes “good” quality writing, and who is our most important audience. We offer counterstories of how we, three mid-career women faculty of color, navigated conventions of academic writing. We unpack how some conventions limit rather than empower us to exercise our creativity and to claim writing for ourselves and for our communities. We employ counter-storytelling to document a collective reality and to reimagine what constitutes “good” academic writing. Our stories range from challenging dominant and mainstream norms of evaluation and research, to learning to find one’s voice in writing, to navigating racist feedback in the peer-review process. Synthesizing across our cases, we conclude with recommendations for reimagining research communication.
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Pub Date : 2022-07-03DOI: 10.1080/15210960.2022.2131151
Conra D. Gist
For Black, Indigenous, and People of Color (BIPOC) scholars, reflecting on our journey to becoming academic writers can reveal important lessons for crafting justice oriented academic futures. Interweaving the pain, joy and wisdom from narratives on academic writing, this piece synthesizes BIPOC scholars’ lessons learned, representing the experiences of doctoral students, early career and midcareer academics. It begins with a reflective narrative on the author’s academic writing experiences, and then describes themes across the special issue articles. The special issue contributors described academic writing experiences such as wading through and releasing heavy emotions, putting on a mindset of intentionality to experience joy, and practicing academic writing strategies wedded to grace and care that support wellbeing. Recommendations for systemic changes in higher education that can support radical and liberatory writing practices are also described.
{"title":"Lessons on Academic Writing: What I Learned About Myself, Us, and the Work Ahead","authors":"Conra D. Gist","doi":"10.1080/15210960.2022.2131151","DOIUrl":"https://doi.org/10.1080/15210960.2022.2131151","url":null,"abstract":"For Black, Indigenous, and People of Color (BIPOC) scholars, reflecting on our journey to becoming academic writers can reveal important lessons for crafting justice oriented academic futures. Interweaving the pain, joy and wisdom from narratives on academic writing, this piece synthesizes BIPOC scholars’ lessons learned, representing the experiences of doctoral students, early career and midcareer academics. It begins with a reflective narrative on the author’s academic writing experiences, and then describes themes across the special issue articles. The special issue contributors described academic writing experiences such as wading through and releasing heavy emotions, putting on a mindset of intentionality to experience joy, and practicing academic writing strategies wedded to grace and care that support wellbeing. Recommendations for systemic changes in higher education that can support radical and liberatory writing practices are also described.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"24 1","pages":"180 - 183"},"PeriodicalIF":0.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43293056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/15210960.2022.2127395
G. González, F. Ríos
This article discusses an effort in the early 1990s to question the naming of campus edifices to recognize California state Senator William Craven (1973–1998), who made public statements considered anti-Latino while in office. During that period, there were very few movements to rename campus landmarks. This article analyzes one of these early movements and the personal and practical implications for the authors, who were proponents of the movement. We focus on how academic writing can be used to advance the project of educational justice, even if progress is slow and at times delayed.
{"title":"Advancing Activism Through Academic Scholarship: What’s in a Name (Revisited)","authors":"G. González, F. Ríos","doi":"10.1080/15210960.2022.2127395","DOIUrl":"https://doi.org/10.1080/15210960.2022.2127395","url":null,"abstract":"This article discusses an effort in the early 1990s to question the naming of campus edifices to recognize California state Senator William Craven (1973–1998), who made public statements considered anti-Latino while in office. During that period, there were very few movements to rename campus landmarks. This article analyzes one of these early movements and the personal and practical implications for the authors, who were proponents of the movement. We focus on how academic writing can be used to advance the project of educational justice, even if progress is slow and at times delayed.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"24 1","pages":"129 - 137"},"PeriodicalIF":0.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47774668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/15210960.2022.2127399
Michael W. Moses
Despite documented accounts from academics of color, literature about academic writing often overlooks their experiences as racially minoritized writers. This article addresses this limitation by situating Natalie Goldberg’s (2016) composting as a writing practice of wellness. I begin by defining composting as an active process of leveraging patience and trusting time writers of color can use to liberate themselves from the academy’s hyper-competitive and racialized standards. I then describe my personal journey with composting as an illustrative case to consider how the practice aligns with the needs of writers of color. Thereafter, I name three practical approaches to composting designed to push a writer’s work forward and simultaneously care for their wellness. I conclude with a discussion of composting’s significance for not only academics of color but also understandings of academic writing more broadly.
{"title":"Composting: A Writing Practice of Wellness for Academics of Color","authors":"Michael W. Moses","doi":"10.1080/15210960.2022.2127399","DOIUrl":"https://doi.org/10.1080/15210960.2022.2127399","url":null,"abstract":"Despite documented accounts from academics of color, literature about academic writing often overlooks their experiences as racially minoritized writers. This article addresses this limitation by situating Natalie Goldberg’s (2016) composting as a writing practice of wellness. I begin by defining composting as an active process of leveraging patience and trusting time writers of color can use to liberate themselves from the academy’s hyper-competitive and racialized standards. I then describe my personal journey with composting as an illustrative case to consider how the practice aligns with the needs of writers of color. Thereafter, I name three practical approaches to composting designed to push a writer’s work forward and simultaneously care for their wellness. I conclude with a discussion of composting’s significance for not only academics of color but also understandings of academic writing more broadly.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"24 1","pages":"155 - 161"},"PeriodicalIF":0.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42115381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/15210960.2022.2131158
B. Beck
CODA is an honored movie that combines important elements of several recent movies. The presentations of a thriving deaf community and a unique artistic community are rich and nuanced. The dilemma of a world dependent on high quality sound and a world without sound are explored and made poignant. The complexities of lives managed between separate and seemingly incompatible cultures are revealed in human perspective.
{"title":"Breaking the Sound Barrier: Deafness and Music in CODA and Other Movies","authors":"B. Beck","doi":"10.1080/15210960.2022.2131158","DOIUrl":"https://doi.org/10.1080/15210960.2022.2131158","url":null,"abstract":"CODA is an honored movie that combines important elements of several recent movies. The presentations of a thriving deaf community and a unique artistic community are rich and nuanced. The dilemma of a world dependent on high quality sound and a world without sound are explored and made poignant. The complexities of lives managed between separate and seemingly incompatible cultures are revealed in human perspective.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"24 1","pages":"184 - 187"},"PeriodicalIF":0.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43378294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/15210960.2022.2127396
Christina Alston, Fatemeh Mirghassemi, Conra D. Gist
Scholarly writing is traditionally written and reviewed with a positivist mindset, based on ideas of universal truths that typically remove subjectivisms, cultural experiences, and marginalized voices from the writing process. Writing in this manner fails to recognize how the societal and internalized ideas of white dominance can negatively influence how Black, Indigenous, and People of Color (BIPOC) understand academic writing. Challenging this limited view of academic writing is essential; otherwise, rising BIPOC scholars may learn to withhold their voices and lived experiences from their writing. Pedagogical approaches that equip emerging BIPOC scholars to find and cultivate their academic writing identities are vital to nurturing their sense of agency. This article explores what these approaches may look like by centering the experiences of two BIPOC graduate students in an academic writing class and reflecting on their evolution as scholarly writers. Characteristics of the course are critically analyzed to identify how the reflective component of the course contributed to these students’ perceptions of what scholarship entails and how valuable their contributions are to academia. Students also shared how their changed perceptions of academic writing allowed them to overcome fears and contribute successfully to their field’s publications.
{"title":"A Course in Academic Writing as a Vehicle for Personal Growth and Transformation","authors":"Christina Alston, Fatemeh Mirghassemi, Conra D. Gist","doi":"10.1080/15210960.2022.2127396","DOIUrl":"https://doi.org/10.1080/15210960.2022.2127396","url":null,"abstract":"Scholarly writing is traditionally written and reviewed with a positivist mindset, based on ideas of universal truths that typically remove subjectivisms, cultural experiences, and marginalized voices from the writing process. Writing in this manner fails to recognize how the societal and internalized ideas of white dominance can negatively influence how Black, Indigenous, and People of Color (BIPOC) understand academic writing. Challenging this limited view of academic writing is essential; otherwise, rising BIPOC scholars may learn to withhold their voices and lived experiences from their writing. Pedagogical approaches that equip emerging BIPOC scholars to find and cultivate their academic writing identities are vital to nurturing their sense of agency. This article explores what these approaches may look like by centering the experiences of two BIPOC graduate students in an academic writing class and reflecting on their evolution as scholarly writers. Characteristics of the course are critically analyzed to identify how the reflective component of the course contributed to these students’ perceptions of what scholarship entails and how valuable their contributions are to academia. Students also shared how their changed perceptions of academic writing allowed them to overcome fears and contribute successfully to their field’s publications.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"24 1","pages":"138 - 146"},"PeriodicalIF":0.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47802003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/15210960.2022.2067857
J. Kim
Although Asian Americans are the fastest-growing racial minority group in the United States, projected to be 10% of the population by 2050, they only comprise 2% of the teaching force. There is relatively little research about the experiences, recruitment efforts, or retention of Asian American teachers. This qualitative study seeks to add to the extant literature by seeking to better under the experiences of Asian American pK-12 teachers in the Midwest, primarily in northern Illinois. This study draws upon both a sociopolitical understanding of being Asian American and three specific tenets of AsianCrit: (re)constructive history; story, theory, and praxis; and commitment to social justice to understand how Asian American teachers in the Midwest navigate teaching and learning in the classrooms as racialized beings.
{"title":"“Never Anything About the Asian Experience”: An AsianCrit Analysis of Asian American Teachers in the Midwest","authors":"J. Kim","doi":"10.1080/15210960.2022.2067857","DOIUrl":"https://doi.org/10.1080/15210960.2022.2067857","url":null,"abstract":"Although Asian Americans are the fastest-growing racial minority group in the United States, projected to be 10% of the population by 2050, they only comprise 2% of the teaching force. There is relatively little research about the experiences, recruitment efforts, or retention of Asian American teachers. This qualitative study seeks to add to the extant literature by seeking to better under the experiences of Asian American pK-12 teachers in the Midwest, primarily in northern Illinois. This study draws upon both a sociopolitical understanding of being Asian American and three specific tenets of AsianCrit: (re)constructive history; story, theory, and praxis; and commitment to social justice to understand how Asian American teachers in the Midwest navigate teaching and learning in the classrooms as racialized beings.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"24 1","pages":"52 - 61"},"PeriodicalIF":0.6,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44369104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/15210960.2022.2067858
Sohyun An
What should U.S. schools teach about U.S. actions abroad when students in the classroom have varied or conflicting memories, ideas, and experiences? Should schools teach the dominant narrative of U.S. benevolence and innocence in world affairs so as to instill patriotism in children? What kind of patriotism are we concerned with here? Or should schools teach the dominant narrative because counterstories that disrupt American exceptionalism are too difficult? For whom are the counterstories difficult? Whose cognitive or emotional well being are we concerned with here? I explored these questions as a parent–researcher, inquiring how my child, an Asian American elementary student, makes sense of the conflicting accounts of U.S. history she receives at home and school.
{"title":"Navigating a Curriculum of American Exceptionalism: An Asian American Child’s Story","authors":"Sohyun An","doi":"10.1080/15210960.2022.2067858","DOIUrl":"https://doi.org/10.1080/15210960.2022.2067858","url":null,"abstract":"What should U.S. schools teach about U.S. actions abroad when students in the classroom have varied or conflicting memories, ideas, and experiences? Should schools teach the dominant narrative of U.S. benevolence and innocence in world affairs so as to instill patriotism in children? What kind of patriotism are we concerned with here? Or should schools teach the dominant narrative because counterstories that disrupt American exceptionalism are too difficult? For whom are the counterstories difficult? Whose cognitive or emotional well being are we concerned with here? I explored these questions as a parent–researcher, inquiring how my child, an Asian American elementary student, makes sense of the conflicting accounts of U.S. history she receives at home and school.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"24 1","pages":"62 - 74"},"PeriodicalIF":0.6,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43866182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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