October 14, 2019 4 p.m.End:
October 14, 2019 5:30 p.m.Location: Art and Journalism Building, Room 225
This talk engages with the question of how English language practices in college classrooms contribute to white supremacy. It focuses not on people behaving badly or racist, but rather on the historical and structural ways that most academics’ practices of judging and reading language; teachers’ ways of assessing language; disciplines’ logics and ways with words; and most professions’ expectations of language use; all promote literacy practices that tend to benefit white, middle class, monolingual English speakers and punish people of color. These language practices have far-reaching consequences in society, not just in schools. If our language practices in colleges contribute to white supremacy, harming many people of color in the process, then what is our ethical responsibility as educators in our classrooms? How might we examine our own language practices so that we free our minds, address white language supremacy, and innovate our standards for language?
Bio: Asao B. Inoue is Professor and Associate Dean of the College of Integrative Sciences and Arts at Arizona State University. He is the 2019 Chair of the Conference on College Composition and Communication. He has been a past member of the CCCC Executive Committee, and the Executive Board of the Council of Writing Program Administrators. Among his many articles and chapters on writing assessment, race, and racism, his article, “Theorizing Failure in U.S. Writing Assessments” in Research in the Teaching of English, won the 2014 CWPA Outstanding Scholarship Award. His co-edited collection, Race and Writing Assessment (2012), won the 2014 NCTE/CCCC Outstanding Book Award for an edited collection. His book, Antiracist Writing Assessment Ecologies: Teaching and Assessing for a Socially Just Future (2015) won the 2017 NCTE/CCCC Outstanding Book Award for a monograph and the 2015 CWPA Outstanding Book Award. More recently he has continued his scholarship in socially just classroom writing assessment through a co-edited collection, Writing Assessment, Social Justice, and The Advancement of Opportunity (2018), and a book, Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom (2019).