Toward an Anti-Racist, Translingual Writing Center

Dr. Karen-Elizabeth Moroski is the Co-Curricular Programs Coordinator for Writing and Languages at Penn State University, University Park Campus. Her research interests span affective neuroscience, trauma studies, queer theory, and writing studies—really, she loves the intersections of critical theory and embodiment. Karen’s particularly interested in how Writing Centers can work to engage/combat/heal the lives writers live before, during, and after their writing process: can we heal trauma through writing? She’s an Associate Editor for WAC Clearinghouse, serves on Executive Board for the Mid-Atlantic Writing Center Association, and was recently appointed to co-lead the first-ever International Writing Center Association Digital Content Team. Residing in Pine Grove Mills, PA, with her wife and their badly-behaved cats (Tag and Samoa), Karen loves riding her bike and singing out of tune.

 

Before I Begin…
I’d like to own that much of this post is a narration of a person journey wherein my experience is what’s being centered—though the issues challenging me throughout the post are areas of scholarship (and, yes, life) that can and should be centered in their own right whenever possible. I am conscious that this blog post may feel like “Here’s a white person explaining their whiteness, and how they’re challenging themselves to change”—and maybe it is that, in a way—but my pedagogical and intentional reason for crafting my post this way is to show an evolution of thought, self-reflection, and to model the type of calling out that more white academics and administrators need to do with ourselves and with one another.

I’m writing with full acknowledgement that my whiteness, my privilege, and my context have shaped how I interpret, express, and address the information I’m sharing—and that it’s scholars of color, not white allies or accomplices, who have done the most powerful and productive work on pushing the fields of rhetoric, composition, and writing center studies towards anti-racism and equity. (And I’ve included endnote references throughout to share moments of connection with my musings here today and the scholarship that informs them, as a blog post isn’t perhaps the best genre to go full-on, MLA8 in-text on ya’ll.)

Dr. Karen-Elizabeth Moroski

I’m grateful to scholars like Vershawn Ashante Young,[i] Suresh Canagarajah,[ii] Asao Inoue,[iii] Aja Martinez,[iv] bell hooks,[v] and others who have given again and again the opportunity for white academics to learn from their work and to then act upon that learning. I write that sentence while wishing that the academy did not require scholars of color to write about and defend the dignity of their identities so that we could use their scholarship as teaching tools. That said, again, I want to express gratitude that it is work many scholars of color have done and continue doing as that work has challenged and engaged an entire field of study.

I am a work in progress; the writing center where I hang my hat is a work in progress; we hope to keep learning more and doing better, and we wish we were faster at that process.

Let’s Get To It, Then.
I’ve been thinking a lot about translingualism and writing centers. I’ve been wondering what I mean (or should mean) when I say translingual, and I’ve been wondering how the answers to this question shape how I write about it, how I ask my tutors to engage with it, and how our writing center can explain its investment in translingual pedagogy to the university community. I’m wondering, too, how my context as a white academic person shapes these questions and their answers. At Penn State, we’ve been working on a grant proposal to create a Scholar in Residence for Translingual Learning and Tutoring, seeking to unite our language and writing tutoring programs to more effectively serve translingual writers—and over time, our writing center administration’s definition of translingualism has shifted from solely focusing on global languages and global Englishes to a wider, more equitable lens that embraces domestic Englishes, too. Continue reading “Toward an Anti-Racist, Translingual Writing Center”

“If You Are Doing it Right, You’ll Encounter Bumps and Trouble”: The University of Washington Tacoma’s Social Justice and Antiracism Statement

The Writing Center at the University of Washington Tacoma received attention in February after a press release about their social justice and antiracism statement was featured on UW Tacoma’s news and communications page. Following the article, several far-right blogs misrepresented the statement to suggest that UW Tacoma’s writing center director, Asao B. Inoue, had claimed that dominant English grammar is racist.(1) Below is our email interview with Asao about the creation of the writing center’s antiracism statement.

Asao B. Inoue

WLN: First, can you tell us a little about yourself, your writing center, and your staff?
Asao: I’m the Director of University Writing and the Writing Center at the University of Washington Tacoma. I am an Associate Professor of Interdisciplinary Arts and Sciences, and I was just promoted to Full Professor, as of September. I am also the Assistant Chair of CCCCs and so am the Program Chair for 4C18 in Kansas City next March.

My research is in writing assessment and racism. I’ve published on validity theory, classroom assessment, writing program assessment, and composition pedagogy. Most of my work deals with ways to consider race, racial formations, whiteness, and antiracism as a practice in writing assessment. My work has won three national awards, two outstanding book awards, and an outstanding scholarship award from CWPA.

Our writing center is lucky to have four professional staff members, all of whom work full time (except one, out of choice), and full time administrative support. We also have fourteen student writing consultants (tutors), with majors from Communications to Philosophy to Environmental Science to Psychology. The center is centrally located on the second floor of the library. We conduct face-to-face and online sessions.

WLN: Can you describe the composing process and timeline for the statement? To what degree was your staff involved?
Asao: During our staff meetings in the winter and spring of 2015, we read some literature on racism and language, including some in writing center studies, and discussed them. During the process, student tutors and professional staff decided to build a statement with my urging. We used a Google Doc so that we could continue our work outside of the confines of the staff meetings, and so that others who couldn’t make a meeting could still participate.

I shaped a lot of things in the statement early on, then let everyone else craft and revise the statement. We went through several iterations of the statement. I suggested that we think of the statement as a living document, one we would come back to periodically to refresh ourselves of our understandings of our position on antiracism and what we promise to do about it. This periodical looking back also means the statement may change as we change and as we try things.

Continue reading ““If You Are Doing it Right, You’ll Encounter Bumps and Trouble”: The University of Washington Tacoma’s Social Justice and Antiracism Statement”