CFP: [Rhetoric-Composition] Texts of Consequence: Composing Rhetorics of Social Activism for the Writ

full name / name of organization: 
Christopher Wilkey
contact email:

Looking for chapter proposals for edited collection. Published as part of
the Hampton Press series on Research and Teaching in Rhetoric and
Composition, this edited collection works to theorize and demonstrate how
encounters with writing in the composition classroom and beyond can
intersect productively with activist rhetorical strategies and goals. By
doing so, readers will gain insights into connecting the work of
composition with grassroots social change, using rhetoric that makes
marginalized and disenfranchised voices be taken seriously in the public
arena, finding ways to actualize action as compositionists in their
communities and institutions, and linking service-learning and multimedia
pedagogies to activist work.

In addressing activism, chapter articles should focus on the work of
social justice. Authors may choose to focus on social movements that
examine unequal and unjust relationships and work to facilitate building
safe, equitable, sustainable, and non-discriminatory communities. Among
the social problems that authors may seek to address are issues such as
racism, violence, literacy, environmental degradation, urban
gentrification, educational inequity, human rights, gender equity,
student rights, and poverty.

Chapter articles may address, but are not limited to, the following kinds
of questions:

• How might the rhetorical practices of particular social movements
inform work on activist writing in composition studies?
• What pedagogies are available to help inspire and motivate
students to use writing to take responsible action in confronting
• What pedagogical frameworks can be shown to work effectively in
enacting social change?
• How might rhetorical histories of social movements be used to
motivate current activist rhetorical practices in the writing classroom
and beyond?
• What rhetorical strategies might activist writers employ to
confront or protest established authorities in ways that are just? In
what rhetorical situations might it be opportune to utilize a rhetoric of
protest, and what implications might this have for the writing classroom?
• What ethical dilemmas are encountered in a writing classroom
designed to intersect with the needs and demands of a social movement?
• What knowledge and actions are produced when enacting a public
writing pedagogy informed by the rhetorical practices of a social

Type of submissions welcomed:
• 20-25 page chapters

Projected Timetable:
• 1/15/09: initial proposals and submissions due
• 2/15/09 submission responses sent
• 7/15/09 full manuscripts due
• 9/01/09 manuscripts returned for revision
• 11/15/09 final revisions due
• 12/15/09 manuscript sent to publisher

Inquiries can be made to Chris Wilkey at Please send 500-
word proposals or completed manuscripts (MS Word, PC compatible) in an
email message and attachment together by no later than January 15th, 2009
to Chris Wilkey at and Nick Mauriello at

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Received on Fri Nov 07 2008 - 12:11:55 EST

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