Reflections on the Tensions of Teaching Writing as Women of Color Graduate Instructors

• In Event: Teachers and Students of Color: Race and Identities in K–12 and Higher Education

Abstract

This paper explores how two women of color graduate students negotiate the problematics of teaching academic writing. Drawing from critical and feminist theoretical and methodological frameworks, the authors reflect on their memories with teaching students writing, as well as navigating the tensions of support students while also seeking to resist the systems of power embedded within teaching academic writing. Initial findings demonstrate alternative approaches to their writing pedagogies, such as emphasizing embodiment and affect, as well as feelings of ambivalence about innovating teaching writing within the confines of the university.

Authors

• Ariana Yang, University of Minnesota - Twin Cities

• Younkyung Hong, Ball State University