Members
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Ahimsa Timoteo Bodhrán
E-Mail: Bodhran@msu.edu
Web Page: http://www.msu.edu/~bodhran
Profile: Ahimsa Timoteo Bodhrán is the author of _Antes y después del Bronx: Lenapehoking_ (New American Press). His award-winning poetry and nonfiction appear in over a hundred publications in eleven nations in the Américas, Europe, and Pacific. A creative writer, activist and organizer, and comparative Ethnic Studies scholar working the intersections of Indigenous, Women of Color, and Queer People of Color Studies, he is a Ph.D. candidate in American Studies at Michigan State University. He is completing both _Yerbabuena/Mala yerba, All My Roots Need Rain: mixed blood poetry & prose_ and _Heart of the Nation: Indigenous Womanisms, Queer People of Color, and Native Sovereignties_.
Alexandra Hidalgo
E-Mail: alexandra.hidalgo@gmail.com
Web Page: http://alexandrahidalgo.com
Profile: Doctoral Student in Rhetoric and Composition Department of English Purdue University My research foci are film, pop culture, minority rhetorics (I\'ve been inspired by Victor Villanueva to think of a better term, maybe Rhetorics of Color?), queer studies and public rhetorics. I also work as a documentary filmmaker and write fiction and non-fiction. I'm working on a memoir/non-fiction account of my father's disappearance in the Venezuelan Amazon when I was six years old.
Cecilia Rodríguez Milanés
E-Mail: crmilanes@yahoo.com
Web Page: http://
Profile: I am associate professor of Latino/a Literature and writing at University of Central Florida in Orlando. I have been a member of NCTE/CCCC for over twenty years and have co-chaired the Latina/o Caucus since the early 1990s.
Cruz Medina
E-Mail: cnmedina@email.arizona.edu
Web Page: http://writerscholarprofessional.blogspot.com/
Profile: I am a PhD student in Rhetoric and Composition at the University of Arizona. My research interests include pedagogy, New World rhetoric and technology.
Damian Baca
E-Mail: espinosabaca@gmail.com
Web Page: http://www.u.arizona.edu/~damian/
Profile: Damián Baca is assistant professor of English and affiliate faculty in Mexican American studies at the University of Arizona, where he teaches comparative technologies of writing, American Indian rhetoric, Chicano and Latino literature, rhetoric in Mesoamerica and colonial México, globalization, and ancestral literacy. He is the author of _Mestiz@ Scripts, Digital Migrations, and the Territories of Writing_ (Palgrave Macmillan, 2008) and lead editor of _Rhetorics of the Americas: 3114BCE to 2012CE_ (Palgrave Macmillan 2010), with Victor Villanueva. As a recipient of the NCTE Cultivating New Voices among Scholars of Color Research Foundation and the Ronald E. McNair post-Baccalaureate Achievement Program, Baca is committed to mentoring students of under-served populations as they prepare to enter the professoriate.
Iris Ruiz
E-Mail: idruiz@ucsd.edu
Web Page: http://www.webspawner.com/users/idruiz/index.html
Profile: I am currently an ABD student at the University of California, San Diego finishing up my dissertation titled: Shattering Glass Mirrors: A Case for Historiographic Theory and Writing in Composition, which elaborates the theory, history, and practice of critical historiography as a pedagogical approach for students who live in an increasingly multicultural, multilingual society. Critical historiography is founded on the premise that the lost histories of composition, which are inextricably tied to black normal schools as well as schools that catered to students of color and lower class students throughout the twentieth century, at once call into question established histories of composition, and serve as models for developing alternative pedagogical approaches to the teaching of composition today. More specifically, in my dissertation, I examine the histories of Composition written by John Brereton, James Berlin, Albert Kitzhaber and Richard Ohmann. I do so to argue, in part, that these histories do not adequately address minority populations such as, Chicanos/as-Latinos/as or African-Americans. While Sharon Crowley, Lynn Z. Bloom and Susan Miller provide a critical analysis of histories of Composition, these histories also overlook these populations. Specifically, I am concerned about the lack of scholarship about the normal schools of the Midwest the South and the history of the Southwest in the late nineteenth century. Many of the pedagogical changes that took place in the 1960s had already taken place in the early history of Composition, such pedagogical approaches are: student-centered learning, collaborative approaches, as well as approaches that considered the backgrounds of students. These kinds of approaches were especially prevalent within black normal schools. That these approaches were long in place within schools that catered specifically to students of color and lower-class students challenges the dominant curriculum representative of the field’s genesis found at Harvard, Yale and Ann Arbor in the late nineteenth century. This calls into question the very historiographies of composition, even from those who would identify as revisionist historians. Furthermore, I argue that critical knowledge can be learned through literacy, specifically a critical literacy that concentrates on questioning the commonly accepted notions of history. Thus, in my dissertation, and in my historiographic approach, I employ critical race theorists, critical historians, Foucault, Eric Foner and a critical education theorist, Paula Moya to challenge notions of traditional multicultural curricula. These curricula, as defined by Moya, can be based upon exclusionist premises in that they solely concentrate on identity politics. Instead, an inclusive multicultural curriculum challenges the victimhood status often applied to minority students. I, then, argue that an inclusive multicultural writing pedagogy is one that leans on alternative accounts of history with the purpose of looking at subordinated experiences to benefit all students, not just minority students. This approach goes beyond the use of culturally relevant material by focusing on developing students’ argument skills through a critical reading of histories of particular periods or groups. My experiences, which are highlighted on the enclosed CV, include both teaching and research in this area.
Janie Jaramillo-Santoy
E-Mail: janie.santoy@gmail.com
Web Page: http://janiesantoy.com
Profile: This is something about the author.
Marcy Trianosky
E-Mail: mtrianosky@gmail.com
Web Page: http://adminblogs.shc.edu/english/faculty-2/marcy-trianosky/
Profile: Spring Hill College, Mobile, Alabam, English Department and Writing Center
Renee Marie Moreno
E-Mail: rmm61794@csun.edu
Profile: Renee Moreno is an associate professor in the Chicano/a Studies department at California State University, Northridge where she teaches composition and literature. She directs the Ronald E. McNair Post-Baccalaureate Scholars Program and the Chicano Studies Writing Program. She is a graduate of the Joint Program in English and Education at the University of Michigan and has held post-doctoral fellowships at the University of California, Los Angeles and the University of Notre Dame. A 1993 recipient of the College Composition and Communication Scholars for the Dream Award, her research focuses on literature, rhetoric and composition, and race and ethnicity, and draws upon traditions of story and storytelling. She co-chairs the NCTE/CCCC Latino Caucus.
