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Reclaiming Composition for Chicano/as and Other Ethnic Minorities: A Critical History and Pedagogy
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Review
“A welcome departure from dominant histories and theories of writing that obscure the rich contributions of Latinas and other communities of color. Scholars of the history of composition and teachers of writing who seek to study and teach beyond culturally homogenous horizons will use this book for many years to come.†(Damián Baca, Associate Professor of English and Mexican American Studies, University of Arizona, USA, and author of Mestiz@ Scripts, Digital Migrations, and the Territories of Writing)“This book contributes an exigent, critical historiography that recovers the exclusion of Black and LatinX voices in histories of writing. Ruiz forcefully challenges expectations of silence by advocating for pedagogical frameworks to critically engage students with their places in the world.†(Cruz Medina, Santa Clara University, USA and author of Reclaiming Poch@ Pop: Examining the Rhetoric of Cultural Deficiency)“With over 54 million Latinos/as currently in the US, innovative and relevant approaches to the teaching of composition in our schools and colleges are a pressing matter. Long needed, Ruiz's work provides an impressive study of recent composition theories and offers a viable pedagogical proposal that takes into account the potential of using ethnic history, ethnic literature, and critical race studies for the teaching of composition to Latino/a students. This book will prove an invaluable tool for the teaching of composition to ethnic minority students.†(Rosaura Sánchez, Professor of Latin American Literature and Chicano Literature, University of California San Diego, USA) “Not even the revisionist historians of Composition Studies remember the Latinas and Latinos whose very presence―500 years’ worth―would have surely had some influence on how to regard the teaching of writing, even within the US monolingual insistence. Ruiz finally, and beautifully, begins to address this obvious lack, providing the histories, including the schools not covered in ivy, filling in the details, telling the tale long overdue. Here is a true re-visioning of composition’s history.†(Victor Villanueva, Regents Professor and faculty member in the Department of English, Washington State University, USA)
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From the Back Cover
This book examines the history of ethnic minorities particularly Chicano/as and Latino/as--in the field of composition and rhetoric; the connections between composition and major US historical movements toward inclusiveness in education; the ways our histories of that inclusiveness have overlooked Chicano/as; and how this history can inform the teaching of composition and writing to Chicano/a and Latino/a students in the present day. Bridging the gap between Ethnic Studies, Critical History, and Composition Studies, Ruiz creates a new model of the practice of critical historiography and shows how that can be developed into a critical writing pedagogy for students who live in an increasingly multicultural, multilingual society.
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Product details
Hardcover: 227 pages
Publisher: Palgrave Macmillan; 1st ed. 2016 edition (June 16, 2016)
Language: English
ISBN-10: 1137536721
ISBN-13: 978-1137536723
Product Dimensions:
6 x 0.7 x 8.3 inches
Shipping Weight: 12.8 ounces (View shipping rates and policies)
Average Customer Review:
5.0 out of 5 stars
1 customer review
Amazon Best Sellers Rank:
#1,750,845 in Books (See Top 100 in Books)
This is not a small book nor a tediously long tome on composition and rhetoric as an instructional approach in improving the writing of Mexican American Chicanos and Chicanas. This is a book chock-full of pedagogical nuggets on how best to connect with Mexican American Chicanos/as in the English classroom. By extension these nuggets also shed light on how to connect with other ethnic minorities.As a critical history and pedagogy, professor Ruiz urges us to look seriously at what departments of English in American universities should be about, especially in Composition and Rhetoric classes. Surely at the beginning of the 21st century, Americans ought to have a clear sense of the purpose of Departments of English and their place in the university curriculum.The face of our nation is changing, and its public universities must change with it. Census projections predict that by the middle of the 21st century whites will comprise a numerical minority in the American population. At the moment it appears that the largest and most significant demographic growth will be with American Hispanics, the majority of them Mexican Americans. Per the last Census count Mexican Americans were 66% (2/3) of the American Hispanic population. This means that the mindset that English is white must change. Otherwise Freshman Composition and Rhetoric classes will be oriented toward objectives determined by the hegemonic elite. This is not a call to switch languages but to democratize use of the English languageAt the moment Composition and Rhetoric classes in American universities have a lock on Freshman students who are all required to enroll in Freshman English: Composition and Rhetoric. This is one of those “blind spots†Ruiz expostulates. Ruiz asks “What is the purpose of writing?†Literacy, for sure! According to Ruiz, the purpose of writing is to enable “students to critically analyze other written texts to help them understand their present so-cial position in current society†(65). This is critical thinking and reflection at the cutting edge of intellection that challenges “the continuing purpose†of Composition and Rhetoric “to create and maintain a hegemon middle class†(43).Citing Carter G.Woodson (1875-1950), author of The Miseducation of the Negro (1933), Ruiz highlights a pertinent commentary by Woodson:After Negro students have mastered the fundamentals of English, the principles of composition and the leading facts in the development of its literature, they should not spend all their time in advance work on Shakespeare, Chaucer and Anglo Saxon. They should direct their attention also to the folklore of the African, to the philoso-phy of his proverbs, to the development of the Negro in the use of modern language, and to the works of Negro writers 84).This is Ruiz’s message also. And my message as well in “Adios Chaucer, Adios Shakespeare: Americanizing the English Department and its Curriculum—a Latino Perspective†(Pluma Fronteriza, Part 1, April 20, 2011; Part 2, April 21, 2011).Ruiz goes on to look at HSIs—Hispanic Serving Institutions—colleges and universities whose student population is at least 25 percent Hispanic. Their congressional creation was meant to be an equivalent to HBCUs—Historically Black Colleges and Universities.Citing B.V Laden, Ruiz’s alarum is that:It’s not enough to let HSIs do the majority of educating this population; other higher education institutions must do their share and play significant roles, too, in this process or Hispanics will be stratified within higher education to only HSIs and the like (Laden, B. V., Hispanic Serving Institutions : What are They? Where are They?†Community Coll J Res Pract 195).The most intriguing—and the most illuminating—part of Ruiz’s book is Chapter 7 wherein she considers the role of multiculturalism in education and “masks of identity†in the inter-sectional space of liminal possibilities. The text here brought to mind Aldous Huxley’s Brave New World and his maxim that people are not always who they seem to be nor tell each other who they are.For Ruiz “recovering excluded histories is akin to recovering identities in that the histories not previously considered are a necessary part of what constitutes identity formation†(150).This is a treasure book by a gifted scholar whose insights like Machado’s create (el andar) the road we tread, step by step.
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