6th Annual CWCA/ACCR Conference
The Writing Centre Multiverse: Vancouver 2019
Emily Carr University of Art + Design
May 30 & 31, 2019
Proposals are due by January 10, 2019
“Pastel Watercolour” Created by Kjpargeter – Freepik.com
“Pastel Watercolour” Created by Kjpargeter – Freepik.com
The Writing Centre Multiverse: Vancouver May 30-31, 2019
For our 2019 conference, the Canadian Writing Centres Association/L’Association canadienne des centres de rédaction welcomes proposals on any writing-centre-related subject, but particularly invites proposals that explore how Writing Centres navigate, respond to, and negotiate the “multiverse” we all inhabit—in our spaces, our practices, and our research.
How, for example, do any of the following multis inform, enrich, and/or limit our work in the context of our own institutions? How do they intersect or overlap with practical, political, and/or personal concerns around training, pedagogy, administration, decolonization, or wellness? How do we as writing centre practitioners respond to, negotiate, or resist, any or all of these?
Manako Yabe is a PhD candidate in Disability Studies at the University of Illinois at Chicago. Her biographical article, “The Journey of a Deaf Translingual Writer” was published by the Writing on the Edge in the Spring 2018 issue.
My participation in the 2018 Canadian Writing Centres Association Conference (CWCA) was like a putting the pieces of a puzzle together. I am an international Deaf student who has been to writing centers for more than a decade. As a Deaf writer, I was honored to share my story at the CWCA conference. I was also excited to meet writing center professionals and learn about the writing centers in Canada.
When I participated in the conference, the Keynote speaker was Dr. Sheelah McLean—a co-founder of the Idle No More movement. As I listened to Dr. McLean speak, I realized that there were commonalities between Indigenous students and Deaf students.
Historically, many Ingenious students grew up by attending White-centered schools, trying to assimilate into the White-centered culture, speaking standard English, and behaving like White people. The use of Indigenous language was banned by residential schools. In the same way, many Deaf students grew up attending mainstream schools without accommodation, trying to assimilate into hearing culture, speaking orally, and trying to behave like hearing people. The use of sign language was banned at mainstream schools.
When I wrote an essay about Deaf people, I was often asked to affix a lower case ‘d’ to the term “deaf people,” which signified a person’s inability to hear. However, I was asked not to affix a capital letter ‘D’ to the term “Deaf people” although it signified persons who identified with Deaf culture. This was an example of cultural repression because my editors were not familiar with Deaf culture, and the differences between people who are culturally Deaf people and those people who are non-culturally deaf people. This experience is similar to that experienced by Ingenious students who were often asked to fix their Indigenous language to conform to standard English, because of lack of cultural linguistic awareness and hundreds of year of cultural repression and genocide.
In my round-table discussion, I discussed the concept of translingualism. The term translingual originated from Language Difference in Writing: Toward a Translingual Approach (Horner et al, 2011)—which states, in part, “this approach sees difference in language not as a barrier to overcome or as a problem to manage, but as a resource for producing meaning in writing, speaking, reading, and listening” (p. 303). Although many scholars have addressed translingualism for multilingual speakers, little attention has been paid to multilingual signers. Since the translingual approach could be beneficial for indigenous student writers, I argued for the inclusion of “signing” in this definition as well, since because a translingual approach could also apply to Deaf writers. Continue reading “Placing a Piece of the Puzzle: Translingualism and International Deaf Writers”
Submit your proposals by 11:59pm (EST), Monday, January 15, 2018.
Please note that this is a firm deadline, and will not be extended.
All submissions are to be made online.
Where: University of Saskatchewan, Saskatoon
When: May 24-25, 2018
Keynote: Dr. Sheelah McLean
Plenary: Jack Saddleback
In Canada, a recent focus on reconciliation and Indigenization are revitalizing conversations around anti-oppression pedagogy (Kumashiro, 2000), a series of approaches which focus on how traditional educational systems and practices reinforce existing hierarchies and contribute to the disenfranchisement of marginalized students. Nationally and internationally, post-secondary institutions are seeing students affected by the rising tide of extremist right-wing politics and dubious news sources, calling for renewed attention to social justice and literacy-building.
An International Writing Centres Association (IWCA) position statement states that writing centres are particularly well positioned to “uphold students’ rights, as we work in the everyday-ness of literacy” (as cited in Godbee & Olson, 2014). As Nancy Grimm (2009) said in her IWCA keynote, “Although some might claim that the work of a writing center is ‘just’ to teach writing, the teaching of writing is never a neutral endeavor; it is never devoid of political motivations or outcomes.”
At the 2018 CWCA conference, we invite you to join us to exchange knowledge, share challenges, and ask questions about the ways our teaching and tutoring can and should engage in anti-oppressive educational practices.
Keynote speaker Dr. Sheelah McLean — a founder of the Idle No More movement and recipient of the Carol Gellar Human Rights Award (2013) — will discuss anti-racist, anti-oppressive educational practices. Closing plenary speaker Jack Saddleback will discuss the topic of resilience, drawing on his personal experiences with mental health activism, student politics, and gender and sexual diversity. Continue reading “Call for proposals || 2018 Canadian Writing Centres Association Call for Proposals >> due Monday, January 15, 2018”
Call for Proposals expected: Monday, October 30, 2017
Deadline for Submissions: Monday, January 8, 2018, 11:59pm (firm)
For conference-related inquiries, please contact Sarah King email@example.com