Antiracist Genre Systems: Creating Non-Violent Writing Classroom Spaces

This article takes up Black critical geography, Rhetorical Genre Studies (RGS), and trauma-informed pedagogy (TIP) to argue that preventing rhetorical violence in our classrooms cannot be accomplished without ensuring students feel safe bringing their whole selves into the classroom. Specifically, B...

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Bibliographic Details
Published in:Composition studies 2022-06, Vol.50 (2), p.53-228
Main Authors: Graphenreed, Tieanna, Poe, Mya
Format: Article
Language:English
Subjects:
African American Students
Anti-racism
Black students
Black Studies
Classrooms
College campuses
Colleges & universities
Community Relations
Critical Theory
Educational Practices
Environmental Influences
Formative Evaluation
Genre
Geography
Health aspects
Higher education
Nonviolence
Oppression
Pedagogy
Race
Racism
Researchers
School violence
Student Reaction
Summative Evaluation
Teaching
Teaching Methods
Trauma
Verbal communication
Violence
White Students
Whites
Writing
Writing Instruction
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Summary:This article takes up Black critical geography, Rhetorical Genre Studies (RGS), and trauma-informed pedagogy (TIP) to argue that preventing rhetorical violence in our classrooms cannot be accomplished without ensuring students feel safe bringing their whole selves into the classroom. Specifically, Black theorizations of space and genre systems help us think about the relationship between wellness and anti-Blackness as a geographic and spatial problem. Drawing on antiracist pedagogy and trauma-informed pedagogy, we demonstrate that aligning genres and practices with a set of visible, explicit antiracist commitments through the interlocking social actions of the syllabus, assignment sheets, class communications, community agreements and commitment statements, and formative and summative assessment can help in creating non-violent spaces that affirm marginalized students' identities and promote all students' well-being.
ISSN:1534-9322
2832-0093