Ecologies of Writing Programs: Profiles of Writing Programs in Context features profiles of exemplary and innovative writing programs across varied institutions. Situated within an ecological framework, the book explores the dynamic inter-relationships as well as the complex rhetorical and material conditions that writing programs inhabit—conditions and relationships that are constantly in flux as writing program administrators negotiate constraint and innovation.
In Antiracist Writing Assessment Ecologies, Asao B. Inoue theorizes classroom writing assessment as a complex system that is “more than” its interconnected elements. To explain how and why antiracist work in the writing classroom is vital to literacy learning, Inoue incorporates ideas about the white racial habitus that informs dominant discourses in the academy and other contexts.
Moving beyond ecocomposition, this book galvanizes conversations in ecology and writing not with an eye toward homogenization, but with an agenda of firmly establishing the significance of writing research that intersects with ecology. It looks to establish ecological writing studies not just as a legitimate or important form of writing research, but as paramount to the future of writing studies and writing theory. Complex ecologies, writing studies, and new-media/post-media converge to highlight network theories, systems theories, and posthumanist theories as central in the shaping of writing theory, and this study embraces work in these areas as essential to the development of ecological theories of writing. Contributors address ecological theories of writing by way of diverse and promising avenues, united by the underlying commitment to better understand how ecological methodologies might help better inform our understanding of writing and might provoke new theories of writing. Ecology, Writing Theory, and New Media fuels future theoretical conversations about ecology and writing and will be of interest to those who are interested in theories of writing and the function of writing.
Gendered Ecologies considers the value of interrelationships that exist among human, nonhuman species, and inanimate objects, featuring observations by women writers as recorded in texts. The edition presents a case for transnational women writers, participating in the discourse of natural philosophy from the late eighteenth through the early twentieth centuries.
A call for informed, responsible engagement with information technology at the local level. The common rhetoric about technology falls into two extreme categories: uncritical acceptance or blanket rejection. Claiming a middle ground, Bonnie Nardi and Vicki O'Day call for responsible, informed engagement with technology in local settings, which they call information ecologies. An information ecology is a system of people, practices, technologies, and values in a local environment. Nardi and O'Day encourage the reader to become more aware of the ways people and technology are interrelated. They draw on their empirical research in offices, libraries, schools, and hospitals to show how people can engage their own values and commitments while using technology.
The first edited collection to bring ecocritical studies into a necessary dialogue with postcolonial literature, this volume offers rich and suggestive ways to explore the relationship between humans and nature around the globe, drawing from texts from Africa and the Caribbean, as well as the Pacific Islands and South Asia. Turning to contemporary works by both well- and little-known postcolonial writers, the diverse contributions highlight the literary imagination as crucial to representing what Eduoard Glissant calls the "aesthetics of the earth." The essays are organized around a group of thematic concerns that engage culture and cultivation, arboriculture and deforestation, the lives of animals, and the relationship between the military and the tourist industry. With chapters that address works by J. M. Coetzee, Kiran Desai, Derek Walcott, Alejo Carpentier, Zakes Mda, and many others, Postcolonial Ecologies makes a remarkable contribution to rethinking the role of the humanities in addressing global environmental issues.
In this dissertation, I build on scholarship on antiracist, culturally sustaining, translingual and ecological theories in composition studies to argue that equitable, accessible pedagogies affirm students’ role as co-creators in producing knowledge alongside their peers and instructors and that antiracist ecological frameworks can aid writing programs in working toward equitable, student-centered courses. Through a qualitative case study of a stretch writing program for first-generation college students and student athletes—primarily BIPOC students from low-income family backgrounds—at the University of Washington, I draw upon student, instructor, advisor, and administrator perspectives to capture the insights of actors throughout a writing ecology. During this project, the course was under revision to shift away from the common association in composition studies between stretch writing and remediation and toward community-driven inquiry drawing upon students’ cultural and linguistic experiences and capacities. My case study investigates students’ goals, conceptions of themselves as writers, experiences in the writing classroom, and sense of belonging in the writing classroom and in the university more broadly given historical legacies of racism and classism in higher education. I propose that writing programs can cultivate confidence and growth while resisting rhetorics of remediation by working across a writing ecology to learn from students, instructors, administrators, and campus support staff in the process of continually remaking a writing ecology that strives toward a more just and equitable future. This study offers local implications for continued antiracist ecologically oriented program revisions and for other institutions seeking to design or revise writing ecologies that foreground student voices and design spaces that center their lived experiences. Cultivating such programs can challenge and resist oppressive structures in higher education that exclude and marginalize first-generation, economically marginalized, and BIPOC students. In Chapter 1, I situate my dissertation in the context of stretch writing studies, antiracist pedagogies, and ecological methodologies. In Chapter 2, I review the institutional context of the writing ecology, including the course’s history and ongoing revision process. In Chapter 3, I draw on data from focus groups, interviews, and classroom observations to discuss the affordances and limitations of the stretch writing sequence. In Chapter 4, I present a curated teaching archive of documents developed by University of Washington writing instructors and frame these materials in the context of antiracist and culturally sustaining pedagogies. I conclude in Chapter 5 with takeaways and implications for writing programs.
Fractured Ecologies participates in environmental praxis through literary practice. How does experimental writing contribute to the ways we think about ecology? This collection of papers, bent essays, and playful poetic impressions positions marginal aesthetic forms front and center. The idea of Fractured Ecologies is that rigorous and irreverent papers addressing experimental writing and other borderline manifestations in an environmental context are infinitely interesting and always fresh.
How do we experience the virtual environments in literature and film on the sensory and emotional level? How do environmental narratives invite us to care for human and nonhuman others at risk? Weik von Mossner explores these questions that are important to anyone interested in the emotional, persuasive power of environmental narratives.
