![]() ![]() White Supremacists and Urgent Agency: Memories from a Writing Program AdministratorĪnti-Racist Programmatic and Professional Development The Promise and Perils of a Disciplinary and Organizational Pipeline Why So Few of US: Addressing Larger Issues of Systemic Exclusions That Limit the Numbers of Black Writing Program Administrators What James Baldwin Taught Me About WPA WorkĪnti-Racist Leadership and Representation Haasįlourishing as Anti-Racist Praxis: “An Uncompromised Commitment” to Black Writing Tutors So You Think You’re Ready to Build New Social Justice Initiatives?: Intentional and Coalitional Pro-Black Programmatic and Organizational Leadership in Writing Studies Writing Program Administration “For Us, By Us”: Two HBCU WPAs Testifyĭavid F. Sheila Carter-Tod and Jennifer Sano-FranchiniĬentering Black Perspectives in Anti-Racist Writing Program Administration View the entire issue of WPA 45.1 (Fall 2021) as one PDF file (4 MB).Ĭontents of WPA: Writing Program Administration 44.3 (Summer 2021) Special Issue: Black Lives Matter and Anti-Racist Projects in Writing Program Administrationīlack Lives Matter and Anti-Racist Projects in Writing Program Administration Ubbesen, and Alexander Champoux-CrowleyĮmotional Identity and Dexterity: A Review of The Things We CarryĬompassion and Social Justice: What We Can Learn from Sixteen Teachers Teaching Ruth Osorio, Allison Hutchison, Sarah Primeau, Molly E. the Imagined Ideal of Graduate Student Instructors of Writing “I Know It’s Going to Affect My Teaching”: What Emerging Teachers Learn through Tutoring Writingĭorothy Worden-Chambers and Amy E. The Tacit Values of Sourced Writing: A Study of Source “Engagement” and the FYW Program as Community of Practice How Can We Better Support Teaching Multimodal Composition? A National Survey of Institutional Professional Development Efforts Vision and Visibility: A Call to Feminist WPAsĭedicating Time and Space for Women to Succeed in the Academy: A Case Analysis of a Women Faculty Writing Program at a Research 1 Institution In the Event of an Emergency: Crisis Management for WPAs View the entire issue of WPA 45.2 (Spring 2022) as one PDF file (1.9 MB).Ĭontents of WPA: Writing Program Administration 45.1 (Fall 2021) ![]() Mike Rose and the University of the People Listening to Mike Rose: Education Is a Grand Human Enterprise Keeping the Faith: Rediscovering the Hope of Mike Rose Kathleen Blake Yancey Section IV: Human and Inclusive Approaches to Education Interlude IV: Mike Rose: Helping All of Us Do Better Stepping Back to Step Forward: A Tribute to Mike Rose My Mike Rose: The Library, Mom, and Critical Reading in Lives on the Boundary “I Didn’t Know How Else to Get It Right”: Lives on the Boundary as an Invitation to Public Intellectualism John Trimbur Section III: Challenges in Education Interlude III: “Just as I have a mind”: Mike Rose and the Intelligence of Ordinary People The Reading Labs: Pedagogical History and Humane Design “Becoming fully and richly literate”: Teaching Antiracism to Bring More Lives from the Boundaries Whatever Happened to Average? Heeding Mike Rose’s Call Reminding Us Why We Are Here: Mike Rose’s Legacy for Basic Writingĭouglas Hesse Section II: Classism and RacismĮncountering Lives on the Boundary: Mike Rose as Methodologist for Centering Minoritized Writers Mike Rose: Remediating Academia via Inclusive Pedagogy ![]() John Paul Tassoni Section I: “Remedial” Education (Basic Writing) View the entire issue of WPA 46.1 (Fall 2022) as one PDF file (1.9 MB).Ĭontents of WPA: Writing Program Administration 45.2 (Spring 2022) Mike Rose: Teacher and Scholar, Writer and Friend Montgomery ReviewĮverything Is Connected: A Review of Institutional Ethnography How Writing Teachers’ Beliefs about Learning Transfer Impact Their Teaching Practices: A Case from L2 Academic Writingĭorothy Worden-Chambers and Ashley S. Goldenthal, Jessica Matthews, Brandon Biller, and Courtney Adams Wootenĭirected Self-Placement and the Figured World of College Writing When Communities of Practice Fail to Form: Instructor Perceptions of Peer Support Networks and Developing Competence in Hybrid Course Designīrian Fitzpatrick, Lourdes Fernandez, Ariel M. ![]() Standing Outside Success: A Re-Evaluation of WPA Failure during the COVID-19 Pandemic Steven Accardi, Nicholas Behm, and Peter VandenbergĮxamining Retention at the SLAC: The Impact of Race, Class, and Resource Use on First-Year Writing Tracy Ann Morse, Patti Poblete, Wendy Sharer, and Kelly Moreland EssaysĪssembling Multi-Institutional Writing Programs: Reimagining the English Major While Expanding Writing Studies Contents of WPA: Writing Program Administration 46.1 (Fall 2022) ![]()
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