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Jonathan Benda, Cherice Escobar Jones (PhD ’24), Mya Poe, and Alison Y. L. Stephens featured in Writing Across Difference

a grid of headshots of Jonathan Benda, Cherice Escobar Jones, Mya Poe, and Alison Y.L. Stephens

Jonathan Benda, Teaching Professor in English; Cherice Escobar Jones, PhD student; Mya Poe, Associate Professor of English; and Alison Y. L. Stephens, Part-Time Lecturer in English, are contributors to Writing Across Difference: Theory and Intervention, edited by James Rushing Daniel, Katie Malcolm, and Candice Rai. From the publisher’s website:

“As the nation becomes increasingly divided by economic inequality, racial injustice, xenophobic violence, and authoritarian governance, scholars in writing studies have strived to develop responsive theories and practices to engage students, teachers, administrators, and citizens in the crisis of division and to begin the complicated work of radically transforming our inequitable institutions and society. Writing across Difference is one of the first collections to gather scholars from across the field engaged in offering theoretical, methodological, and pedagogical resources for understanding, interrogating, negotiating, and writing across difference.

No text in composition has made such a sweeping attempt to place the multiple areas of translingualism, antiracism, anticolonialism, interdisciplinarity, and disability into conversation or to represent the field as broadly unified around the concept of difference. The chapters in this book specifically explore how monolingual ideology is maintained in institutions and how translingual strategies can (re)include difference; how narrative-based interventions can promote writing across difference in classrooms and institutions by complicating dominant discourses; and how challenging dominant logics of class, race, ability, and disciplinarity can present opportunities for countering divisiveness.

Writing across Difference offers writing scholars a sustained intellectual encounter with the crisis of difference and foregrounds the possibilities such an encounter offers for collective action toward a more inclusive and equitable society. It presents a variety of approaches for intervening in classrooms and institutions in the interest of focalizing, understanding, negotiating, and bridging difference. The book will be a valuable resource to those disturbed by the bigotry, violence, and fanaticism that mark our political culture and who are seeking inspiration, models, and methods for collective response.”

Purchase Writing Across Difference from the University Press of Colorado website.

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