Inequity and the Structures of Academic Writing

deadline for submissions: 
August 2, 2021
full name / name of organization: 
Discourse and Writing/Redactologie
contact email: 

The editors of Discourse and Writing/Rédactologie, the Journal of the Canadian Association for the Study of Discourse and Writing, are inviting contributions to a special issue on the subject of "Rethinking Structures of Academic Writing in Times of Exacerbated Inequity." We invite scholars in Canada and Internationally to join the conversation on this important topic. We will accept submissions written in either English or French.
Our call for papers solicits submissions which explore from critical perspectives how issues of inequity can be addressed in the instruction and practice of academic writing and discourse. Access to, and success in, academic discourse is often a challenge for students who enter higher education from positions of academic, social, or economic disadvantage. Often designated as "remedial," "at risk," or "non-traditional," such students may be learning English as an additional language, may be first-in-family university students, and/or may be marginalized by identities of race, gender, class, and age. We seek submissions that critically examine, and aim to reform, issues of inequity in academic writing pedagogies, academic writing discourses, literacy practices, grading practices, or writing-related institutional policies, at the undergraduate or graduate level.

We have invited Dr. Mya Poe, Associate Professor of English, Northeastern University to write the feature paper to support this call. Dr. Poe's contribution will discuss reframing the conversation of inequity by critiquing the assumptions behind such concepts as "remedial," "at-risk," and "marginalized," while examining the underlying structures and assumptions of higher education. What assumptions and practices fail to serve students and the world they are entering, and how can classroom practice, institutional assessment, and community/practice beyond the classroom seerve as site for interrogation and intervention?

500-word abstracts are due July 31, with a deadline for accepted papers of December 15. Abstracts or queries can be sent to: