Tribal Land Acknowledgement
This tribal land acknowledgment has been provided by the University of Connecticut Native American Cultural Programs.
We would like to begin by acknowledging that the land on which we gather is the occupied territory of the Mohegan, Mashantucket Pequot, Eastern Pequot, Schaghticoke, Golden Hill Paugussett and Nipmuc Peoples, who have stewarded this land throughout the generations. We thank them for their strength and resilience in protecting this land, and aspire to uphold our responsibilities according to their example.
Full text of schedule and poster presentation list for screen reader access!
9:15am-10:15am: BLOCK 1
Session A: “A Right to Their Own Language: Promoting Linguistic Justice in Writing Studies Across University Spaces” Samantha Vanvalkenburgh, Jess Gallagher, Marya Hayat, Sophie Archambault, Dalton Hawie
Session B: “Linguistic Justice beyond First-Year Writing: What would Enacting Anti-Racist & Anti-Audist Writing Across the Curriculum Look Like?” Matthew Houdek, Rachel Mazique
10:30-11:45: BLOCK 2
Session A: “Supporting First-Year Students to Develop Academic Writing Skills: Innovating an Inclusive Space to Promote Linguistic Justice” Elaine Khoo, Xiangying Huo
Session A: “Heritages of Change Student Exhibition and Anti-Racist Pedagogy” Kisha Tracy
Session B: “Using Music as a Strategy to Promote Social Justice in First Year Composition Classrooms” RAsheda Young, Rashida Cruz
Session B: “How Multimodal Pedagogy diverted from the Race Question [the homie’s begged] <Multilingualism, CRT,and Multimodal Instrunction as da Answer^>” Oscar Garcia
Session B: “Navigating Grammar(s) in the Co-Requisite FYW Classroom” Alexander Evans
12:45-1:45pm: KEYNOTE: Dr. April Baker-Bell
2-3pm: INTERACTIVE WORKSHOP by Dr. Baker-Bell (This will be in Room A or Room B so that people can interact)
3:15-4:30: BLOCK 3
Session A: “Students' Right to Their Own Styles” Wei-Hao Huang
Session A: “Anti-Racism and the Power of Creative Writing” Katelyn Lamprey, Sarah Moynihan, Sara Ali
Session B: “Enacting Programmatic Change to Advance Linguistic Justice” Jeremiah Dyehouse, Genoa Shepley
Session B: “Interrogating the Language Ideologies of White First-Year Composition Instructors” Andrew Moos
All posters are available on our conference website.
Kathleen Turner Ledgerwood - “Critical Language Awareness for Linguistic Justice during a Pandemic”
Kylie Sommer - “Teaching Synthesis with Student Selected Music”
Sarah Stetson - “We can push up and we can make changes’: Basic writing teachers and their self-identified socially just assessment work”
Crystal Bickford - “In Their Own Voices: Research as Digital Stories”
Fred Biggs - “Linguistic Justice in The English Language (ENGL 3601)”
RAsheda Young - “Don't Get It Twisted: Humanizing Online Learning through Radical Self-Acceptance and Love: A Playful Approach”
Sarah Shea, Julie Dai & Ari Skelcher - "’Barbie: Princess Charm School’ and the First-Generation Student Narrative”
Mary Mangual - “Harnessing The Potential Energy Of Positive Feedback”
Forster Agama - “Promoting Linguistic Justice in First Year Writing Classrooms”
Amy Beth Wright & Peter Dearing - “Oral Storytelling and Embodied Self-Expression: How The Moth Story Slam Model Presents New Possibilities for Self-Determination and Community Building”