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CCCC Governance Restructuring Proposal: Overview from the CCCC EC Structures and Processes Working Group

CCCC Governance Restructuring Proposal: Overview from the CCCC EC Structures and Processes Working Group (co-chairs, Holly Hassel and David Green)[1]

Background and Process

In November 2020, the CCCC Executive Committee held its annual retreat where working group subcommittees of the Executive Committee (EC) were established by CCCC Chair Julie Lindquist. The CCCC EC Structures and Processes Working Group subcommittee (SPWG), co-chaired by David Green and Holly Hassel, set about the task of developing a restructuring proposal that would make substantive changes to the governance of the organization, drawing from significant prior data collection, reports, and feedback from members and member groups in the last five years (see the supporting documents links on the proposal website). The revised governance structure reimagines the composition of the EC (including how nominations, elections, and representation happen), creates new structures for organizing the governance labor of the organization, and builds in greater levels of transparency in decision making at the elected governance levels of CCCC.

Over the course of 2021, SPWG met regularly with the Committee for Change leadership (a group established in the spring of 2019), held listening sessions and individual meetings with various constituent groups, gathered feedback from member groups including Standing Groups and Caucuses, and presented its governance restructuring proposal to the Executive Committee in April, September, and November, with unanimous endorsement from the EC at its November meeting (see the 2021–2022 feedback timeline available on the website). As the elected body charged with the stewardship of the organization and its well-being, the EC has worked throughout these multiple deliberations to reflect as many perspectives and concerns as possible and has invited the feedback of many constituent groups to inform their decision making and final approval of the changes.

Our proposed changes to the Constitution must now be approved through a simple majority vote of our membership. This document provides an overview of the following:

  • Principles and Values
  • Overview of Changes
  • Next Steps
  • Where to Read More

Principles and Values

The organization’s governance structure has remained largely the same throughout the history of CCCC. The proposed restructuring aims to update and move the organization’s work forward by creating new, permanent structures dedicated to equity and access; by codifying the work of continuing committees with annual responsibilities; and by building stronger relationships between member groups and the decision-making levels of the organization. In this section, we explain the relationship between the principles and values that have underpinned the restructuring proposal and how they are translated into specific structural changes.

Diversity, equity, inclusion, and access: CCCC has a long, stated commitment to DEI and accessibility. In the proposed structural changes, we have sought to codify an organizational commitment to these values. Every recommended change seeks to support these values, including a revised structure of the EC; more visible and expansive nomination processes for open seats; ex officio representation that creates greater accountability and tighter relationships between the decision-making bodies and member groups; formal references to electronic participation in meetings; and formalizing the work of the Committee on Disability Issues in College Composition within the organizational structure. Further, the governance restructuring creates a new administrative structure that is parallel with that of the Executive Committee and the CDICC, a Diversity, Equity, and Inclusion committee; this is a permanent structure, unlike previous groups that have been special committees or task forces, each of which has a finite period of constitution before being dissolved or expiring.

Transparency: The processes of decision making in the structures of the organization are disconnected from the member groups (see organizational chart). There are also narrow and undefined channels of communication between leaders and membership; many decisions are made by a single person (the chair). Whenever possible, we have brought more alignment between the member groups, the stated values of the organization, and the levers of decision making governing the organization; we believe the changes proposed here make more visible the available leadership and governance seats and how those seats get filled. They also aim to make visible how nomination slates are created and how members can be involved in and have influence within the organization.

Accountability: There has been a long history of concern about the relationship between the Executive Committee’s decision making and the organization’s member groups. In the proposed restructuring, we have sought to build stronger relationships between member groups and the organization’s elected leadership; we have centered DEI and access by creating new administrative structures dedicated to those values, and we have integrated specific duties and responsibilities that will benchmark the work of groups who have expertise and leadership on this topic. We have sought as well to incorporate, for example, meaningful reporting and recommendation-making from groups with responsibilities in these and other areas. We have simultaneously suggested changes that will increase the communication to groups from the elected leadership.

Scaffolded leadership development: There is a large and often difficult gap between the national-level leadership roles of the Executive Committee and the Standing Group activities that many CCCC members participate in. The visual depiction of the current and proposed restructuring illustrates this gap. The new restructure creates a pool of nominees to the EC that is put forward by Caucuses, Standing Groups, and TYCA (while “at-large” seats—or those nominations submitted by individual members—are also retained). The restructuring proposal is intended to create more alignment between the kinds of activities and conversations that take place within elected governance leadership groups and the work that takes place in Standing Groups, Special and Standing Committees, and Special Interest Groups, ideally building a stronger pipeline between (and scaffolded experience of, from the perspective of members) the organization’s increasing levels of responsibility and authority.

Aligning practice with policy: In the current structure, the organization’s work at the administrative level has been done through three Standing (or administrative—meaning, they are enshrined in the constitution) Committees, while “Special Committees”—those with three-year terms—have been regularly created and dissolved (or extended in perpetuity), typically by the Officers Committee, though sometimes by the chair or the EC as a whole. There is no category of governance within the organization that is named “Standing Committee” in the current structure (even though we have groups that act in this way), an issue we address in the restructured proposal. The new category appears in the constitution, while the specific groups that are acting in these ways are listed in the Bylaws. This will allow for more agility in making changes to the groups that are characterized as Standing Committees (because bylaws changes require a vote of the EC only) while retaining the “compositional” definitions within the constitution.

Overview of Change

Change 1: Constitutional Language Establishing CCCC Values: Diversity, Inclusion, and Equity

The addition of a new article, drafted by the Committee for Change, that embeds the organization’s commitment to diversity, equity, and inclusion in the Constitution. We propose an amendment of Article I, Section 2 that adds the word equitable to the organization’s objective. We propose an amendment of Article I of the Constitution that adds all new language to address the organization’s commitment to diversity, equity, and inclusion. We propose an amendment of Article IV, Section 1b that adds the word identities to detail how diversity is represented within the EC.

Change 2: Composition of Executive Committee and Additional Committees and Categories

A restructuring of the Executive Committee membership that draws from multiple pools, including a reduction of at-large seats and an increase in ex-officio and member group nominated pools. We propose a restructuring of the Executive Committee composition that includes a great number of voting “ex officio” seats, which are themselves determined through nominations, elections, or established governance processes used by member groups.

Reorganizing the levels of committee structures to include two new administrative committees: Diversity, Equity, and Inclusion, and the Committee on Disability Issues in College Composition (CDICC). A DEI committee does not currently exist. The CDICC has been functioning as a Standing Committee though its origins are as a Special Committee. This elevates these two areas of the organization’s work as parallel to the Executive Committee, Nominating Committee, and Officers Committee.

Creating a Standing Committee category structure: The only committees operating in perpetuity without ongoing renewal and recharging are the Executive, Nominating, and Officers Committees. Special Committees have been formed and recharged from a single time period (three years) to multiple decades, depending on the EC composition and will at the time. The Standing Committee category will codify the work of groups that are already engaging in ongoing annual labor or that have traditionally been perpetually reconstituted. These will be spelled out in the bylaws, which are a separate document that outlines the operations of the organization and its groups but that follows a different approval process and timeline.

Standing Committees will include entities such as the Newcomers Committee, the Research Committee, and the Social Justice and Activism at the Convention Committee, among others whose responsibilities will be named in the revision of the CCCC Bylaws (and in collaboration and conversation with affected groups) should the governance restructuring proposal be approved by membership. The CCCC Executive Committee bylaws will also explicitly describe a process for changing the status of a Special Committee to a Standing Committee.

Change 3: Changes to Nominations Processes and Responsibilities of Nominating Committee

More detailed expectations for the Nominations Committee are provided in the Constitution (and subsequently in the EC bylaws), and ex officio representative seats are reserved for member groups. These changes propose that the EC reduce the number of elected at-large positions from 20 to 12 to ensure designated seats for the Cultural Identity Caucuses and the CDICC, DEI, and graduate student positions on the EC and that substantive written guidelines be provided for the Nominating Committee. Two of the at-large seats are reserved for members who work in contingent faculty positions.

Change 4: Revisions to Election Processes and Ballot Construction

Changes in EC composition will warrant changes to the nomination, ballot construction, and election processes. At-large elections and nominations will continue as they have in the past. Ex officio seats of Cultural Identity Caucuses will be put forward by the Caucuses themselves, as is the case with the two seats from the Standing Group for Graduate Students. These proposed changes to the election process and ballot construction are designed to address concerns raised about how ballots are put together and voted on.

Visual Depiction
Current Structure
Proposed Structure

Next Steps

The CCCC EC bylaws are a kind of “procedure” or operating manual for the structures spelled out in the Constitution. Their revision process (spelled out in the Bylaws themselves) is that changes are approved by the CCCC EC itself. Should the constitutional changes be approved by a vote of the membership (as spelled out in the Constitution), then the SPWG will continue working to revise the bylaws for an approval vote in late spring 2022 by the EC.

Members of the 2021 CCCC Executive Committee Structures and Processes Working Group:

David Green (co-chair)
Holly Hassel (co-chair)
Steven Alvarez
Cheryl Hogue Smith
Janelle Jennings-Alexander (consulting member, chair of Committee for Change)
Timothy Oleksiak
Malea Powell
Jen Wingard

Members of the 2022 CCCC Executive Committee Structures and Processes Working Group:

Holly Hassel (co-chair)
David Green (co-chair)
Steven Alvarez
Tracey Daniels-Lerberg
Kendra Mitchell
Becky Mitchell Shelton
Timothy Oleksiak
Malea Powell
Jennifer Wingard

Where to Read More

Glossary:

  • Administrative Committees: Currently, these refer to three groups that are permanent to the structure of the organization:
    • Executive Committee: the governing body of the organization, made up of several ex officio members and a majority of elected members
    • Nominating Committee: a separately elected committee that includes two past chairs of the organization who prepare the slate of nominations for election vacancies from nomination
    • Officers Committee: the four chairs in the rotation (assistant chair, associate chair, chair, and immediate past chair), plus the elected secretary of the organization
  • Member Groups:
    • Special Interest Groups: These are groups that meet annually around a topic of shared interest at the Convention; they do not have formal reporting responsibility to the organization.
    • Standing Groups: These are groups with greater longevity who hold a business meeting and have formal reporting responsibilities; there is a process for creating them. SIGs can become Standing Groups after they have been active for five years by submitting an application for a change in status. Standing Groups have their own bylaws and operating processes and can determine their own responsibilities (bottom up).
  • Other Types of Groups:
    • Special Committees: These are three-year committees tasked and populated by the Executive Committee (sometimes only the officers) around a specific issue; they are given charges, determined by the officers or chair (top-down).
    • Task Forces: These are groups assembled by the chair, officers, or Executive Committee, with a one-year constitution and a focused charge given by the organization’s elected leadership.

[1] Please see the end of the document for a brief glossary of organization-specific terminology.

2022 CCCC Governance Restructuring Proposal

CCCC Governance Restructuring Proposal: Overview from the CCCC EC Structures and Processes Working Group (co-chairs, Holly Hassel and David Green)

Restructuring Proposal Documentation
Supporting Documents Consulted

CCCC 2025 Special Events

We welcome all 2025 CCCC Annual Convention attendees to join us for these special events during the Convention! Please note that all events will be held in person only except for the CCCC Annual Business Meeting and Sober Academics Virtual Meet-Up.

In addition to the events noted below, we hope you will also spend some time in the #4C25 Exhibit Hall and Action Hub visiting the various organizations, events, and activities throughout the Convention, including works of local Indigenous Artists and Baltimore-Based Artists of Color in the vendor space. See the Convention Schedule for hours of the hall.

Find information about Baltimore using the CCCC 2025 Interactive Fun Map.

Wednesday, April 9

Newcomers’ Orientation, 5:15–6:15 p.m.
Meeting Room 307 (Level 300)
Sponsored by the Newcomers’ Welcoming Committee
Join members of the Newcomers’ Welcoming Committee for an orientation session. The committee will discuss how to navigate the Convention and share tips to get the most out of the Convention activities.

Sober Academics Virtual Meet-Up, 8:30 p.m. ET
Sober Academics is a peer-led recovery group for folks who are seeking sober community in academia. We affirm the sharing of diversities in pathways, philosophies, methodologies, and practices and approaches of recovery. Anyone who identifies as “sober academic” can attend. Whether you are staff, admin, students (undergrad, grad, or PhD), part-time or full-time faculty, this meeting is for you!
Meeting ID: 869 2148 2581
Passcode: 027882

2025 IWCA Collaborative, 8:30 a.m.–5:30 p.m.
Sponsored by the International Writing Centers Association
Writing Centers as Harbors or Ports: Spaces of Remix, Conflict, Collaboration, Resistance, and Play
Southern Management Corporation (SMC) Center at the University of Maryland, Baltimore
Learn more at https://writingcenters.org/events/2025-iwca-collaborative/

Thursday, April 10

Newcomers’ Coffee Hour, 7:30–8:15 a.m.
Otterbein Lobby (Level 200)
The CCCC Newcomers’ Welcoming Committee looks forward to meeting you at the Newcomers’ Coffee Hour, a congenial start to the first full day of activities, where you can begin the kinds of professional conversations that have made this conference one of the high points of the year for each of us.

Opening General Session featuring the 2025 CCCC Chair’s Address with Jennifer Sano-Franchini, 8:30 a.m.–10:15 a.m.
Hall G (Level 100)

A.27 Social Justice for Classroom Instructors: Contingent Labor Organizing Roundtable, 10:30–11:45 a.m.
Meeting Room 310 (Level 300)
Sponsored by the Social Justice at the Convention Committee
This roundtable will celebrate the social justice work of local Baltimore-area contingent instructors. Roundtable participants will share their experiences working to form unions in Baltimore-area institutions and reflect on its impact on their work in classrooms; they will invite attendees to share. Attendees and participants will engage in an informal table discussion about the experiences shared, approaches to organizing in Baltimore, and ideas for how to approach consolidating strength to address the local issues that impact our own communities and institutions. Overall, this roundtable is designed to celebrate the important organizing work contingent instructors are doing in the Baltimore area to elevate their voices in their workplaces.

Think-Tank for Newcomers—Developing Papers and Sessions for CCCC 2026, 3:15–4:30 p.m.
Meeting Room 337 (Level 300)
Sponsored by the Newcomers’ Welcoming Committee
Newcomers will develop ideas for sessions for CCCC 2026 with help from established scholar/teachers. The 2026 CCCC Annual Convention Program Chair, Melissa Ianetta, will be present.

Report on 4C Virtual Institute, 3:15–4:30 p.m.
Meeting Room 334 (Level 300)
All members of CCCC are invited to attend this structured conversation on our report following the 4C Virtual Institute. Our aim in this conversation is to refine our report and consider recommendations before circulating the document to members in its final form.

Scholars for the Dream Reception, 6:00–7:00 p.m.
Meeting Room 317 (Level 300)
Come celebrate and network with the 2025 CCCC Scholars for the Dream recipients!

Sober Academics Meet-Up, 6:00–7:00 p.m.
Meeting Room 321 (Level 300)
Sober Academics is a peer-led recovery group for folks who are seeking sober community in academia. We affirm the sharing of diversities in pathways, philosophies, methodologies, and practices and approaches of recovery. Anyone who identifies as “sober academic” can attend. Whether you are staff, admin, students (undergrad, grad, or PhD), part-time or full-time faculty, this meeting is for you!

Trivia Night, 6:00–10:00 p.m.
Pickles Pub, 520 Washington Blvd, Baltimore, MD 21230
For a sponsored night out, meet the Local Arrangements Committee and Social Justice at the Convention Committee for an evening of food, drink, and pub trivia, including prizes. This event will include free appetizers for conference attendees and drinks/mocktails for purchase. Join us for a fun evening!

Anzaldúa Award Reception, 7:00–8:00 p.m.
Meeting Room 317 (Level 300)
Come celebrate and network with the 2025 CCCC Gloria Anzaldúa Award recipients!

Reception for Late Career and Retired Teacher-Scholars, 7:30–8:30 p.m.
Meeting Room 316 (Level 300)
This event is in celebration of the careers and contributions to the field by late career and retired CCCC members. We hope through this event to show our gratitude for the lifetime achievements of teacher-scholars whose work has so profoundly shaped research and teaching in the profession.

Friday, April 11

All-Attendee Keynote with Tracy K. Smith, 11:00–12:15 p.m.
Hall G (Level 100)

Tracy K. Smith, Pulitzer Prize-winning poet and US Poet Laureate (2017–2019), will be the keynote speaker. Smith will also participate in a book signing for registered attendees.

Smith’s recent book, To Free the Captives: A Plea for the American Soul, was a Time magazine and Washington Post Best Book of the Year, and a New York Times Book Review Editors’ Choice.

Smith is a librettist, translator, and the author of five acclaimed poetry collections, including Life on Mars, which was awarded the Pulitzer Prize. Her memoir, Ordinary Light, was a finalist for the National Book Award. From 2017 to 2019, she served as the 22nd Poet Laureate of the United States. She currently is a Susan S. and Kenneth L. Wallach Professor at Harvard Radcliffe Institute and a professor of English and of African and African American studies in the Harvard Faculty of Arts and Sciences.

CCCC Annual Business Meeting, 4:45–6:00 p.m. (Hybrid Meeting)
In-Person Attendees: Hall G (Level 100)

CCCC Awards Presentation, 6:00–7:15 p.m.
Hall G (Level 100)
During this presentation we announce the recipients of the 2025 CCCC and TYCA Awards. Past CCCC Chairs, distinguished guests, and international participants will be recognized. Please take the time to come celebrate with your colleagues.

All-Attendee Event—Stitch & Spin: A Craft Slam/Record Nite Extravaganza, 7:30–9:30 p.m.
Rooms 309–310 (Level 300)
The Social Justice at the Convention Committee, Local Arrangements Committee, and Handcrafted Rhetorics SIG invite you to share your favorite tunes, get crafty, and make zines! Drop by to listen to music and flex your creative muscles over crafts. No experience necessary. Craft supplies will be on hand, including the Feminist Caucus’s quilt project, though you can also bring your own. We encourage you to bring a record so we can play a few tracks and make a collaborative 4Cs mixtape! Heavy appetizers will be provided with drinks for purchase. Visit https://handcraftedrhetorics.org/ for more information about the music formats that we can accommodate.

Saturday, April 12

Teacher 2 Teacher, 9:00 a.m.–12:00 p.m.
Meeting Room 310 (Level 300)
Teacher 2 Teacher (T2T) offers CCCC Convention participants a dynamic professional development and networking opportunity. All CCCC 2025 attendees are welcome to join.

From Draft to Publication: A Hands-on, How-to Workshop on Publishing in Peer-Reviewed Journals, 2:00–5:00 p.m.
Meeting Room 315 (Level 300)
The editors of Teaching English in the Two-Year CollegeCollege English, and College Composition and Communication will lead a Saturday afternoon writers’ workshop that includes an overview of citation justice, five mini-lessons on writing for publication interleaved with workshops for writers to apply those lessons to their scholarly projects, and guidance on forming writing groups for long-term success.
Registration for this free workshop is available through the 2025 CCCC Annual Convention registration process.

CCCC and TYCA 2022 Announcement

Earlier this fall, we sent notifications to accepted presenters for the 2022 CCCC Annual Convention and shared that a decision on an in-person event would be made as soon as possible. After over a year and a half spent living and working in a global pandemic, we looked forward to being together this March in Chicago, Illinois. Unfortunately, despite our diligent efforts to plan and hold an in-person gathering, COVID-19’s continuing developments have created a situation that prevents us from having the original event as planned. This is not where we wanted to be this winter.  

In 2022, we will once again need to hold the annual gathering online. We share the disappointment of CCCC and TYCA members across the country who look forward to an in-person event for the networking and community it offers. In 2023, we look forward to gathering in Chicago in person, as originally envisioned, February 15–18, 2023.

The CCCC Executive Committee voted to transition to an entirely virtual event. The 2022 TYCA Conference will be fully virtual as well. Registration information is available on the CCCC Convention website. We plan to open registration in January. 

Because our vision for this year’s event includes an engaging online experience, CCCC has already been building upon the success of last year’s Convention experience. Of specific note is that all concurrent sessions, workshops, engaged learning experiences, posters, and individual presentations that are accepted to the program will be given a session on the program. The NCTE events team will be reaching out soon requesting presenters to accept their position on the program. This communication will include the presentation format assigned to each session (Live, Prerecorded, or On-Demand). Please watch for this message, as it will request quick response with the Convention less than three months away.  

In the coming weeks, we will provide further details for Special Interest Group and Standing Group business meetings, following a similar format to last year’s Convention. Additionally, we are extending registration until March 30, 2022, to allow for post-event registration, and we will provide access to most archived #CCCC22 and #TYCA22 sessions for 90 days after the event. Notifications to 2022 TYCA Conference proposers will be sent soon. 

If you have any questions at all regarding the 2022 CCCC Annual Convention or 2022 TYCA Conference, please contact our staff team at CCCCevents@ncte.org.

CCCC Statement on White Language Supremacy

Conference on College Composition and Communication
June 2021

Executive Summary

White language supremacy (WLS) is an implement to white supremacy, particularly within educational institutions. Contextualized within present exigencies, antiracist educators must work alongside students, communities, and institutions to push for the dismantling of WLS because of its deleterious effects on Black, Indigenous, and people of color (BIPOC), domination and dehumanization of all people, and its detrimental effects to our environment and its resources. This statement provides a working definition of WLS as an apparatus of white supremacy and a general description of its ideological characteristics and manifestations with regard to language and literacy instruction. The statement provides a brief background on the field’s work for social change and recommended critical theoretical frames for praxis.

Part One: General Statement

Purpose

This statement on white language supremacy (WLS) reflects our field’s commitment to linguistic justice for our BIPOC students and their communities, and our dedication to work as coconspirators against white supremacist practices. Our goal as critical anti-WLS educators is to dismantle WLS in our field and in ourselves. The work involves advocating for the defunding of deficit-based racist research, and of racist ideologies of learning, teaching, testing, and evaluation of teachers and students. Historically, the WLS industrial complex has contributed to the lucrative enrichment of individual scholars and fields of language and literacy studies (e.g., sociolinguistics; see Rickford, 1999) while the so-called racial achievement exploitation gap has remained (Ladson-Billings, 2006).

Definition

WLS is a tool of white supremacy. Because white supremacy is obscured and often misunderstood as applying only to white radical groups, we provide an extended definition to illuminate and address this vast system and the role of WLS. White supremacy is

a sociopolitical economic system of domination based on racial categories that benefits those defined and perceived as white. This system of structural power privileges, centralizes, and elevates white people as a group (DiAngelo, 2018, 30).

Further,

…[The] United States is a global power, and through movies and mass media, corporate culture, advertising, US-owned manufacturing, military presence, historical colonial relations, missionary work, and other means [including education], white supremacy is circulated globally. This powerful ideology promotes the idea of whiteness as the ideal for humanity well beyond the West (DiAngelo, 2018, 29).

WLS assists white supremacy by using language to control reality and resources by defining and evaluating people, places, things, reading, writing, rhetoric, pedagogies, and processes in multiple ways that damage our students and our democracy. It imposes a worldview that is simultaneously pro-white, cisgender, male, heteronormative, patriarchal, ableist, racist, and capitalist (Inoue, 2019b; Pritchard, 2017). This worldview structures WLS as the default condition in schools, academic disciplines, professions, media, and society at large. WLS is, thus, structural and usually a part of the standard operating procedures of classrooms, disciplines, and professions. This means that WLS is a condition that assumes its worldview as the normative one that allegedly everyone has access to regardless of their cultural, social, or language histories (Inoue, 2021). WLS perpetuates many forms of systemic and structural violence.

Characteristics

A major characteristic of WLS is its seemingly colorblind nature, however tacit, that shapes aesthetics, epistemologies, attitudes, ideologies, and discourses that structure social arrangements, relations, practices, and policies that reinforce white power structures to the detriment of BIPOC and minoritized people.

Characteristics of the ideology of white supremacist capitalistic-based [language and] literacy include consumption, consent, obedience, fragmentation, singularity (as opposed to multiplicity), [binary logic], and positivism. The educational practices associated with this [white formation] of [language and] literacy are naturalized in the system and taught to students as a set of isolated skills divorced from social context, politics, culture, and power (Street, 1993). Teaching standardized English, a narrowly conceived academic discourse, and their cousin, the “academic essay,” are examples of the “neutral skills” needed to succeed in the corporate educational system and the market driven capitalistic society (J. Berlin, 1996). The viewpoint of official educational sites and institutions is that students/good citizens need these skills to function in society. (Richardson, 2003, p. 9)

Colorblindness is akin to another major characteristic of WLS, the ideology of individualism as it works with meritocracy to disguise the role of language in racial capitalism and legitimize the failure of whole groups of BIPOC by pointing to exceptional individuals who, for example, learned to be “articulate while Black” (Alim & Smitherman, 2012), or who transcended their “cultural handicaps” to acquire white middle-class social goods. Those who espouse liberal, individualistic, and white supremacist politics are not involved in a project of critical social justice movement or critical socially just language and literacy education. “Living passively with the status quo, maintaining what those with political and economic power deem acceptable is a survival tactic for many. Others use the status quo actively, to seek to gain from oppression of others” (Carruthers, 2018, p. 8). It is important that educators develop ideological clarity and understand the urgent need for social change and their role in it.

There are at least six habits of white language that often create the conditions of WLS. The first habit is always present in WLS and is required. It works with one or more of the other five habits to create conditions that are WLS. These habits of white language (HOWL) are:

  • Unseen, naturalized orientation to the world
  • Hyperindividualism
  • Stance of neutrality, objectivity, and apoliticality
  • Individualized, rational, controlled self
  • Rule-governed, contractual relationships
  • Clarity, order, and control (Inoue, 2019a; 2019c; 2021)

Brief Selected Background on CCCC’s Work for Language and Social Equality and Ways Forward

Largely, BIPOC have battled WLS in their struggle for self-definition, self-determination, and social transformation (e.g., Kynard, 2007; Mao & Young, 2008; King et al., 2015; Baca et al., 2019; Inoue 2015). Antiracist and anti-WLS coconspirator educators have sought to facilitate students’ right to their own language and critical literacy awareness approaches (e.g., CCCC Students’ Right to Their Own Language [SRTOL], 1974; CCCC National Language Policy, 1988, 1992, 2015; Smitherman, 1999; Richardson, 2003; Smitherman & Villanueva, 2003; Kynard, 2008; Winn & Behizadeh, 2011; Hoang, 2015). SRTOL was forged in the political backdrop of the Civil Rights, Black Power, and other liberation movements worldwide to provide “open access” for racially and linguistically oppressed groups. SRTOL has served as a cornerstone of some of the most critical language policy moments, from the 1977 Ann Arbor “Black English” case, the creation of the National Language Policy (1988), the 1996 Oakland Ebonics Resolution, and various movements against “English First” or the “English Only” movements that limit access to bilingual education. To be sure, even though Latinx populations were the target in Arizona in outlawing Chicano Studies as well as bilingual education, English-Only has massively harmed American Indians there. The CCCC’s Language Policy Committee (LPC) also initiated the 1986 “Resolution on English and ‘English Only,’” with the LPC joining the English-Plus Movement and its Information Clearinghouse in 1987 (Villanueva, 2014). In today’s climate of neo-lynching in the form of “stand your ground” and police brutality, continued desecration of Native Americans’ sacred lands, and hatred of African Americans, Latinx, Asians, Native Americans, and Asian Americans and Pacific Islanders, antiracist language and literacy educators must be vigilant and aware.

Educators, at the middle school level, should be wary of colorblind approaches to youth (language) development at the expense of evading issues of power. As Caldera & Babino (2019) admonish, teaching about WLS is moving toward culturally sustaining instruction. At the college level, Institutional Freshman English (Kynard, 2008), basic writing (Gilyard & Richardson, 2001), Spoken English (for those deemed nonnative speakers), and other social arrangements are part of institutional practices that reproduce “advantages and benefits for some, and discrimination, oppression, and disadvantages for others” (Lyiscott, 2019). Labeling BIPOC students’ languages, lives, and identities as lifelong English learners, heritage language learners, and Standard English learners points to the raciolinguistic othering of US Latinx, Native Americans [labeled semilingual], World English speakers [labeled second-language learners], and Ebonics speakers [labeled as nonstandard] whose dynamic language practices do not fit monolingual white ideologies (Flores & Rosa, 2015). We must be attuned to the workings of linguistic imperialism (Phillipson, 1992) and how labels indicate power differentials and hierarchies and oppressive [educational] practices that must be interrogated and challenged: remedial readers, developmental writers, nonnative English speakers, ESL learners, limited English proficient (LEP) [aka LEPERS], low-income, first generation, undocumented, international students, immigrant students, historically underserved. As the authors of “This Ain’t Another Statement: This is a DEMAND for Black Linguistic Justice!” express, our field has produced many important statements expressing legitimacy of diverse students’ languages and lives. Most forcefully in the wake of the George Floyd murder by Minneapolis police, our field cannot ignore the decades of research legitimizing Black language, and must continue to produce statements of solidarity stating that Black lives and Black languages matter; we must DEMAND and work to implement Black Linguistic Justice (Baker-Bell, 2020). Similarly, we must DEMAND the same for Indigenous, Brown, and all people of color.

Approaches for Social Change

Critical language awareness (CLA) approaches assist the profession and students in interrogating and challenging the sociopolitical arrangement of WLS and “[foregrounds] … the examination of interconnectedness of identities, ideologies, histories/herstories, and the hierarchical nature of power relations between groups” (Alim, 2005, p. 28). As anti-WLS educators, we strive to collaborate with communities through our teaching “for sweeping social change” (Sledd, 1969, p. 1315). Linguistic change is the effect and not the cause of social change.

Tenets of Black Lives Matter, critical race theory–informed, decolonial, culturally responsive, antiracist, and race-radical literacies urge us to name and label the structural violence of the institutions that are working against BIPOC students (Kynard, 2018; Ruiz & Sanchez, 2019; Saeedi & Richardson, 2020; Baker-Bell, 2020). As Pritchard’s (2017, pp. 245–246) work in Black queer literacies teaches us, we are all complicit in the harms of normativity by our institutions and the human condition. Yet, Pritchard points us toward hope in language and literate acts “of self- and communal love that contributes to broader quests for social and political change to disrupt normativity.”

Largely, our profession’s pedagogies and assessment practices of linguistic diversity and inclusion have tried to fit students and faculty of all backgrounds into existing oppressive structures. Instead, we must push to dismantle all systems rooted in WLS and advocate for investment in BIPOC communities as we work toward liberatory languages and systems that honor the full humanity and equality of all people.

Resolution

We reaffirm our commitments to linguistic diversity and to the multiple languages and linguistic histories of our students and communities and, further, affirm a commitment to the dismantling of all systems of oppression, with the understanding of the central role of WLS in the formation of unconscious and conscious biases. We recognize the role of WLS as a tool of oppression and resolve that as coconspirators in one another’s multiple struggles, including those of our students, we are responsible for challenging and uprooting WLS and pursuing and practicing a present and future that places liberatory languages and systems as central to our collective work.

References

Alim, H. S. (2005). Critical language awareness in the United States: Revisiting the issues and revising pedagogies in a resegregated society. Educational Researcher, 34(7), 24–31.

Alim, H. S., & Smitherman, G. (2012). Articulate while Black: Barack Obama, language, and race in the U. S. Oxford University Press.

Baca, I., Hinojosa, Y., & Murphy, S. (Eds.). (2019). Bordered writers: Latinx identities and literacy practices at Hispanic-serving institutions. SUNY Press.

Baker-Bell, A. (2020). Linguistic justice: Black language, literacy, identity, and pedagogy. Routledge and NCTE.

Caldera, A., & Babino, A. (2019). Moving toward culturally sustaining instruction that resists white language supremacy. National Journal of Middle Grades Reform, 5, 9–15.

Carruthers, C. A. (2018). Unapologetic: A Black, queer, and feminist mandate for radical movements. Beacon Press.

CCCC Special Committee on Composing a CCCC Statement on Anti-Black Racism and Black Linguistic Justice, Or, Why We Cain’t Breathe! (2020). This Ain’t Another Statement! This is a DEMAND for Black Linguistic Justice! Conference on College Composition and Communication. https://cccc.ncte.org/cccc/demand-for-black-linguistic-justice

Committee on CCCC Language Statement. (1974). Students’ right to their own language [Special issue]. CCC 25(3).

Conference on College Composition and Communication. (1988; updated 1992; revised 2015). CCCC Guideline on the National Language Policy. https://cccc.ncte.org/cccc/resources/positions/nationallangpolicy

DiAngelo, R. (2018). White fragility: Why it’s so hard for white people to talk about racism. Beacon Press.

Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149–171.

Gilyard, K., & Richardson, E. (2001). Students’ right to possibility: Basic writing and African American rhetoric. In A. Greenbaum (Ed.), Insurrections: Approaches to resistance in composition studies (pp. 37–51). SUNY Press.

Hoang, H. (2015). Writing against racial injury: The politics of Asian American student rhetoric. University of Pittsburgh Press.

Inoue, A. (2015). Antiracist writing assessment ecologies: Teaching and assessing writing for a socially just future. WAC Clearinghouse and Parlor Press.

Inoue, A. (2019a). Classroom writing assessment as an antiracist practice: Confronting white supremacy in the judgments of language. Pedagogy, 9(3), 373–404.

Inoue, A. (2019b). How do we language so people stop killing each other, or What do we do about white language supremacy? CCC, 71(2), 352–369.

Inoue, A. (2019c). Labor-based grading contracts: Building equity and inclusion in the compassionate writing classroom. WAC Clearinghouse and University Press of Colorado.

Inoue, A. (2021). Above the well: An antiracist argument from a boy of color. WAC Clearinghouse and University Press of Colorado.

King, L., Gubele, R., & Rain Anderson, J. (Eds.). (2015). Survivance, sovereignty and story: Teaching American Indian rhetorics. Utah State University Press.

Kynard, C. (2007). “I want to be African”: In search of a Black radical tradition/African-American-vernacularized paradigm for “Students’ Right to Their Own Language,” critical literacy, and “Class Politics.” College English, 69(4), 360–390.

Kynard, C. (2008). Writing while Black: The colour line, Black discourses and assessment in the institutionalization of writing instruction. English Teaching: Practice and Critique, 7(2), 4–34.

Kynard, C. (2018). Stayin’ woke: Race radical literacies in the makings of a higher education. CCC, 69(3), 519–529.

Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in U.S. schools. Educational Researcher, 35(7), 3–12.

Lyiscott, J. (2019). Black appetite. White food. Issues of race, voice, and justice within and beyond the classroom. Routledge.

Mao, L., & Young, M. (Eds.). (2008). Representations: Doing Asian American rhetoric. University of Colorado Press.

Phillipson, R. (1992). Linguistic imperialism. Oxford University Press.

Pritchard, E. (2017). Fashioning lives: Black queers and the politics of literacy. Southern Illinois University Press.

Richardson, E. (2003). African American literacies. Routledge.

Rickford, J. R. (1999). African American vernacular English: Features, evolution, educational implications. Blackwell Publishers.

Ruiz, I., & Sanchez, R. (2019). Decolonial rhetoric and composition studies: New Latinx keywords for theory and pedagogy. Palgrave MacMillan.

Saeedi, S., & Richardson, E. (2020). A Black Lives Matter and critical race theory–informed critique of code-switching pedagogy. In V. Kinloch, C. Penn, & T. Burghart (Eds.), Race, justice, and activism in literacy instruction. Teachers College Press.

Sledd, J. (1969). Bi-dialectalism: The linguistics of white supremacy. English Journal, 58(9), 1307–1315+1329.

Smitherman, G. (1999). CCCC’s role in the struggle for language rights. CCC, 50(3), 349–376.

Smitherman, G., & Villanueva, V. (Eds.). (2003). Language diversity in the classroom: From intention to practice. Southern Illinois University Press.

Villanueva, V. (2014). The effect of Arizona’s ethnic studies ban [Conference session]. Conference on College Composition and Communication Annual Convention, Indianapolis, IN, United States.

Winn, M. T., & Behizadeh, N. (2011). The right to be literate: Literacy, education, and the school-to-prison pipeline. Review of Research in Education, 35, 147–173.

This statement was generously created by the following contributors:

Elaine Richardson
Asao Inoue
Denise Troutman
Qwo-Li Driskill
Bonnie Williams
Austin Jackson
Isabel Baca
Ana Celia Zentella
Victor Villanueva
Rashidah Muhammad
Kim B. Lovejoy
David F. Green
Geneva Smitherman

This position statement may be printed, copied, and disseminated without permission from NCTE.

4CWebinar CFP 2021

The 4CWebinar Group is accepting panel and individual proposals for our AY 2021–2022 webinar series, which will present 3–4 webinars (with 5 per year in the years to follow). In keeping with our mission, we are calling for proposals that engage the theory, pedagogy, and praxis of the 2021 CCCC Annual Convention theme, “We Are All Writing Teachers: Returning to a Common Place,” (see the CCCC 2021 Program) in particular the focus on the teacher-scholar-activist.

Guidelines for Submitted Proposals

Who Can Submit a Proposal: While not all participants in the proposed webinar need to be CCCC members, the primary point of contact must be a member.

Panel Proposal: Groups of 3–5 presenters may collaborate on a panel proposal.

  • Content: Proposals should include all the required components:
    • A title of the webinar session
    • The name and affiliation of each speaker
    • A description of the aims and goals of the webinar as it relates to the 4CWebinar Group’s mission and the theme, including clear learning goals
      • The session should be completed within the time allotted (60 minutes plus 15 minutes for discussion, allotting an additional 15 minutes for moderators and respondents, for a total of 90 minutes)
    • A short description of each speaker’s contributions, position within CCCC (member or nonmember), professional status (NTT, graduate, assistant professor, WPA, etc.), and institutional type (HBCU, Tribal college or university, community college, etc.)
    • 50–100-word biography of each seminar participant and an accompanying image for promotional materials
    • Proposals may also include suggestions for possible webinar facilitators.
    • Proposals should not exceed 4,000 characters.

Individual Proposals: The 4CWebinar Group accepts individual proposals that will be grouped together around a similar theme or focus area.

  • Content:
    • Title of your session
    • Your name and affiliation
    • A description of the aims and objectives of the presentation as it relates to the 4CWebinar Standing Group’s mission and the theme, including clear learning goals
    • 50–100-word biography of each seminar participant and an accompanying image for promotional materials
    • Proposals may also include suggestions for webinar facilitators.
    • Proposals should not exceed 2,500 characters.

Application Submission: Please submit all applications to Trixie Smith at smit1254@msu.edu with the subject heading “4CWebinar Proposal.” SUBMISSION DEADLINE: August 18, 2021, 11:59 p.m. ET. Decisions made by mid-September.

Criteria for Inclusion/Selection Process

The 4CWebinar Group will use the following criteria when determining which proposals to accept.

  • Proposals are inclusive.
    • Explanation: We take a capacious understanding of inclusion and expect proposals to do the same.
  • Proposals are praxis focused.
    • Explanation: We encourage a consideration of theory-informed practice to initiate conversation among participants to get the thing done.
  • Proposals are complete.
    • Explanation: Required items listed in Guidelines for Submitted Proposals are attended to.
  • Proposals consider the annual theme set forth by 4C Convention Chair.
    • Explanation: The Annual Convention theme and explanation can be found in the CCCC 2021 Program.

Top Intellectual Property Developments of 2019–2020

Downloadable PDF of the full report.

Table of Contents

1 Introduction to the 2019–2020 Annual
Clancy Ratliff

10 T-Shirt Bots and the Independent Artist: The Fight Against Automated Intellectual Property Theft
Devon Fitzgerald Ralston

16 The Case Act Redivivus
Kim D. Gainer

29 Irresponsible Authorship: A Growing Typology
Steven Engel and April Johnson

41 China’s Road Ahead for Intellectual Property: How Ongoing Talks and Legislation Seek to Shift from Shanzhai to Bona Fide
Wendy Warren Austin

44 Elsevier Seeks New Forms of Revenue as Universities Resist Prohibitive Contracts
Mike Edwards

51 Learning from the Past?: A Review of the Creative Commons’ 2021-2025 Strategic Plan in Light of the Past Ten Years
Alex C. Nielsen

57 Contributors

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