Vision

Our Goal: Create Space for a [Continued] Vision of Education & Educational Research

“To build community requires vigilant awareness of the work we must continually do to undermine all the socialization that leads us to behave in ways that perpetuate domination.”

bell hooks, Teaching Community: A Pedagogy of Hope 

Driven by a deep disquiet, we’ve come together to share a vision for inclusion in higher education not built on invisible labor and the assumptions of dominant groups. This site is an attempt to imagine what could be possible for pedagogy and research practice when marginalized people lead, collaborate, and are empowered with the dignity to create and control their own scholarship.

We are not here for simple solutions that obfuscate the complexity of systems of social oppression. We are here to lean into the challenges, to trouble our own and others’ understandings, and to find pragmatic hope whenever and wherever possible.

If you have found us because you, too, are looking for ways to write a future whose story is not restricted by oppression, welcome. If you have found us because you, too, have read too much scholarship that erases or eradicates your existence: we see you, we hear you, we love you. Welcome.

Our Standards of Inclusion

Our work values:

  • Student voice and student-created research;
  • Interdisciplinarity, liminality, transparency, and collective knowledge;
  • Open access to public scholarship written in language accessible to those outside of the university;
  • Qualitative and quantitative analysis that doesn’t occur in a vacuum or re-inscribe historical and rhetorical systems of oppression;
  • Collaboratively produced writing informed by ethical, intersectional research practices;
  • Critical interrogation of educational trends, technologies, innovations, labor, research, institutional policy, and pedagogical practices;
  • The lived experiences of and leadership by marginalized persons;
  • Language as a powerful mediator of human experience that can contribute to systemic and widespread oppression or further the processes of dismantling it.

It is our collective hope that we can begin to connect these standards of inclusion to the scholarship of teaching and learning, educational technology, open education, and student affairs. We acknowledge that what we’re naming, owning, and using could be perceived as radical, but we believe this is one of the ways to make meaningful steps toward inclusion.

Who We Are: Collaborative Researcher Students, Teachers, and Professionals

My name is Mitzi, and I am currently an undergraduate student of rhetoric and composition, though I hope to join the big kids in graduate studies in the fall. As a McNair scholar, writing center consultant, and academic integrity program assistant, I care about the valuing of underrepresented voices and questioning the rhetoric of the nation-state. When not working on research, I can be found thinking of more research ideas I don’t have time to write, being an active participant in multiple group chats, and relying on media with well-written romance to fill the void in my cold heart.

My name is Nicole, and I am a sixth-generation teacher with degrees in English Education and Rhetoric and Composition dedicated to transparency and increasing access. I swing between critical academic and avid consumer of any media, but always appreciate a stellar, intertextual meme. One of the only lines I draw is this: Oxford comma or bust. Currently, I work supporting faculty and their online courses and am driven by the quote from You Have the Right to Remain Fat: “any future that doesn’t center the eradication of oppression and collective freedom is not a future worth imagining” (Tovar 106).

My name is Madison, and I am a student conduct and student affairs professional, writing teacher, and freelance editor. I was a first-generation college student, and my undergraduate degree is in English Literature with a minor in Gender Studies and my graduate degree is in Rhetoric and Composition. I care about finding equitable ways for students to healthily engage with challenge and advocate for themselves. In my spare time, I love to crochet, apply queer and feminist rhetorical theories to reality TV, go to local drag shows, and hang out with my cat Edna, my partner, and my lovely friends and family.

My name is Monica, and I am a former adjunct instructor of composition turned critical open education researcher. My research and writing is informed by my experiences as a woman of color at a predominantly white institution. In my work, I strive to carve out space for student-created knowledge – particularly for marginalized students whose perspectives, insights, and access to academic conversations have been historically suppressed. In my spare time, I can be found knitting, drinking coffee, and dancing around.

My name is Ben, and I am a social science researcher with an academic background in political economy research and a professional background as a speech and debate coach, grant writer, math instructor, coordinator, and tutor. My previous work has centered on educational access and success for first-generation and low-income students, and I am interested in the natures of power, advocacy, and capitalism in the education sector. With an affinity for the Oxford comma and sweater weather, I’m normally found nurturing my jungle of houseplants, completing a graduate degree in quantitative research, watching documentaries and queer film with my partner, and trying to get rid of all the glitter in my house.

When Monica, Nicole, Madison, and Ben blog, the content is theirs and should not be attributed to their employer.

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