Call for Applications: Peitho Journal Editor(s)

Call for Peitho Editor/Co-Editors

The Coalition of Feminist Scholars in the History of Rhetoric and Composition (CFSHRC) is seeking an editor–or a pair of co-editors–for Peitho, our quarterly peer-reviewed online journal, beginning June 1, 2025, with early onboarding to begin on or around January 1, 2025.

In supporting the Coalition’s mission, Peitho seeks to publish research that advances the feminist study of our profession, including

  • Peer-reviewed scholarly texts (i.e., essays, webtexts, standalone videos);
  • Book reviews;
  • Recoveries and Reconsiderations;
  • Special edited content, including scholarship presented at the Coalition’s Wednesday night CCCC session.

In cooperation with an associate editor (Jennifer Nish will hold this position until Summer 2026) and Peitho’s editorial team, the editor has purview over the editorial content and production process of the journal, including forming the editorial board, issuing calls for papers, refining the journal’s submission process, and publishing the journal. The editor also has the support of its Editorial Board and of the Coalition’s Executive Board for all matters requiring approval.

Qualifications: A strong candidate or candidate team will have:

  • A strong record of feminist academic work, including research and scholarship, teaching, mentoring, and service;
  • A strong record of affiliation with the Coalition (i.e., membership, Coalition-related service work, participation in Feminisms and Rhetorics conferences, involvement in Peitho);
  • Working knowledge of available resources for digital scholarship and digital publication;
  • Demonstrated skill or relevant experience with information management and task delegation;
  • Relevant editorial experience and a vision for the future of the journal;
  • A career record of collaboration or coalition-building, as well as outstanding planning and communication skills;
  • A firm commitment of support from their home institutions (i.e., release time, interns or research assistants).


  • Serve as editor for four years, assuming responsibility for Peitho 27.1 (Fall 2025) through Peitho 30.4 (Summer 2029);
  • Manage the submission, editorial, and online publication processes for four issues of Peitho per year (Fall launched by December; Winter launched by March; Spring launched by June; and Summer launched by September) in coordination with the Associate Editor;
  • Maintain and model good communication with members of the editorial team and with authors;
  • Participate in the search for a new Associate Editor and Web Coordinator when needed;
  • Serve as an ex officio (nonvoting) member of the CFSHRC Advisory Board and attend regular Board meetings at the Wednesday afternoons at CCCC and during the biennial Feminisms and Rhetorics conference.


Upon approval from the Coalition’s Executive Board, the Editor(s) shall be allocated an annual operating budget of up to $3,000 per year, in an account established by the Editor(s), to provide funding for software and technology, training, interns, stipends, publicity, and other costs associated with the development of regular and special issues. In addition, Editors receive a $250 courtesy remuneration each year, as well as free conference registration (up to $250) each year.

Applicants should email a CV and cover letter, describing their qualifications and detailing how their institution will support their editorship, to Tarez Graban,, by September 30, 2024. Application review and interviews will be completed by November 30. Sample application letters are available upon request, and several members of Peitho’s editorial team and editorial board are on hand to answer questions about the role or to offer ad-hoc mentoring in advance of the application deadline. Please send all queries to Tarez Graban at


Glenn AtA Session: There Are Writing Emergencies, 6/11/24 2-3:30 Eastern Time

Dear Colleagues,

Please join us for our summer 2024 Glenn AtA Session, “There Are Writing Emergencies,” on Tuesday, June 11 from 2-3:30PM ET! This is our final Glenn AtA until the Fall 2024.

Here are the details and registration information:

Session Title: There are Writing Emergencies: Strategies for Discernment and Prioritization in our Personal and Professional Writing Lives
Presenters: Holly Hassel and Kate Pantelides
Date and Time: Tuesday, June 11, 2-3:30 PM ET

Registration Link:

It has long been held in the field of rhetoric and writing that “There Are No Writing Emergencies,” an admonition is usually intended as a way to relieve stress that comes up around deadlines, or to allay panic on the part of writing students, teachers, or program administrators. Our edited collection, There Are Writing Emergencies: Composing (Ourselves) in Times of Crisis aims to clarify what are emergencies, what is not an emergency, and what just feels like an emergency.

In this 90 minute workshop, participants will develop strategies for navigating “writing emergencies.” The facilitators will start by describing the focus of the work in their edited collection and sketch out a framework for navigating the increasingly accelerated composing environments in our lives. Throughout the workshop, participants are invited to work through a series of interactive activities with several goals:

  • To self-assess the composing landscape of their work and personal contexts
  • To develop strategies of discernment and prioritization in their composing lives
  • To build from feminist advocacy and self-care work toward a vision for professional sustainability

Presenter Biographies
Holly Hassel is professor of writing studies and director of composition at Michigan Technological University. She has served as chair of the Conference on College Composition and Communication, editor of Teaching English in the Two-Year College, and currently co-chairs the MLA/4Cs Task Force on AI and Writing. Her scholarship and research focuses on writing program administration, writing assessment, and supporting students’ transitions to college literacies and has appeared in many journals and books. Her most common emergencies involve first-year student writers, graduate student instructors, and two teenage children, as well as her leadership roles in shared governance and national professional service responsibilities.

Alt Text: Profile Photo of Professor Holly Hassel

Kate Pantelides is associate professor of English and Provost’s Fellow at Middle Tennessee University. Her research and teaching address feminist rhetorics, research methods, and innovative pedagogies. Most recently, she co-edited a special issue of The Journal of Writing Assessment focused on methods of student self-placement with the amazing Erin Whittig, who has talked her down in the face of numerous writing stressors. Both her emergencies and joys often revolve around her two middle school-aged children, her anxious and adorable dog, her excellent partner, and her tendency to overextend in university and national disciplinary service.

Alt Text: Profile Photo of Professor Kate Pantelides

Graduate Student Pop-in Open House

Graduate students, please join us!

The Graduate Student Engagement Committee will host a pop-in Open House for graduate students, held on Friday, March 22, from 2-4pm Eastern / 11-1pm Pacific. 

Across a series of 30 min. sessions, members of the Graduate Student Engagement Committee will solicit your ideas around support, mentoring, and engagement. We’ll offer you space to connect with other graduate student members so you can share ideas and resources to sustain and advance your feminist work.

We look forward to connecting with you! And please pass this information along to anyone who might be interested in joining us!

  • Risa Applegarth, on behalf of the Graduate Student Engagement Committee:
  • Liane Malinowski
  • Elizabeth Novotny
  • Salena Parker
  • Karen Tellez-Trujillo


  • Register using this link or scan the QR code below.
  • Pop in and out every half hour; stay for one session or several.
  • Open to all graduate students! Even if you aren’t (yet) a Coalition member, we’d love to see you pop in.

Event link:

Cheryl Glenn Webinar Series for Advancing the Agenda: “Scaling Collective Access: From Your Presentation to Our Field” (Feb. 2; 3-4:30pm EST)

Please join Coalition colleagues in our first event in the Cheryl Glenn Webinar Series for Advancing the Agenda for this academic year, “Scaling Collective Access: From Your Presentation to Our Field.”

In this webinar, Dr. Ada Hubrig asks us to consider collective access and its implications for fostering community. Beginning with implementing access in our own work, Ada asks us to consider how we can scale access, by reimagining conference spaces to reimagining the work of our field–and academia more broadly–through collective access. The webinar will feature a presentation followed by a group discussion.

Ada Hubrig (they/them; Twitter @AdaHubrig) is an autistic, genderqueer, disabled caretaker of cats. They live in Huntsville, Texas, where they work as an assistant professor and Co-Director of Composition at Sam Houston State University. Their scholarship centers disability and queer/trans communities, and is featured in College Composition and Communication, Community Literacy Journal, and The Journal of Multimodal Rhetorics among others, and their words have also found homes in Brevity and Disability Visibility. Ada is managing editor of Journal of Multimodal Rhetorics.
We’ll convene on Friday, February 2 from 3:00-4:30pm Eastern Time/12:00pm-1pm Pacific Time. Please register here:

Captioning will be available for this webinar. Please be in touch with Nancy Small ( or JWells ( regarding any additional ways the Coalition can make this meeting accessible to you.

 Apply to serve on the advisory board for the CFSHRC!

Who? You! Any CFSHRC member can apply to serve on the advisory board: grad students, K-12 teachers, early career faculty, community college faculty, advanced faculty, emerita faculty, and alt-ac members. 

What? The CFSHRC advisory board is composed of 30 elected members. Seven (7) AB members serve on the executive board as the president, vice president, immediate past president, secretary, treasurer, grad student rep, and at-large rep. At least two AB members must be graduate students when elected. Applicants are elected by the current advisory board.

Where? The AB meets annually on the Wednesday of Cs, immediately before the CFSHRC’s evening event. It also meets at Feminisms and Rhetorics. These conference-based meetings are hybrid, meaning Board members can attend in-person or virtually. Moreover, the AB occasionally meets virtually to discuss motions and new business.

Why? Apply because you’ve already served on a CFSHRC committee, attended Feminisms and Rhetorics, and/or interacted with Coalition activities, and now you want to serve in a formal capacity. Apply because you want to shape future projects sponsored by the Coalition. Apply because you want to collaborate with other feminist scholars in the history of rhetoric and composition. Apply because you want to sustain and grow feminist work in rhetoric and composition studies as a voting member of the Coalition.

Ideally, applicants have previously served the Coalition in other capacities such as working the accessibility table at Feminisms and Rhetorics, peer reviewing for Peitho, serving on award and/or other Coalition committees, serving as ex officio positions such as archivist, conference site host, or other meaningful contributions. That said, all are welcome to apply, and all elected advisory board members will receive mentoring from a current AB member to help transition onto the advisory board.

When? Applications are due February 1, 2024. Election results will be announced at the CFSHRC event at the Cs 2024, and elected members would serve 3-year terms (renewable one time) beginning April 15, 2024.

How? Fill out the Google form:

If you have questions or concerns, contact the Coalition Vice President, Becca Richards, at

2023 Nan Johnson Outstanding Graduate Student Travel Awards

I write to share more good news! On behalf of the Nan Johnson Outstanding Graduate Student Travel Award Committee, I am pleased to announce this year’s recipients, each of whom will receive complimentary conference registration for Feminisms and Rhetorics and a $200 stipend to help offset travel costs. Many thanks to those who served on the committee for their time and careful consideration of our many applicants! Members of the committee included Stephanie Jones, Callie Kostelich, Shirley Wilson Logan, Tara Pauliny (Chair), and Kaia Simon.

Below are the recipients, along with information about their sessions at FemRhet. Congratulations to all!

Wendy Sharer, Immediate Past President and Awards Coordinator


Marissa Boglin, wearing a turquoise blouse with pink, blue, and black floral pattern, stands in front of a grey background.

Marissa Boglin

Marissa Boglin, University of Alabama

F.2, “Centering Silence and Reflection for Justice in the Writing Classroom”


Samira Grayson, wearing a white shirt with black horizontal stripes and clear-framed glasses, stands in from of a grey background.

Samira Grayson

Samira Grayson, Middle Tennessee State University

L.2, “Methods: Co-Authorship, Rhetorical Mapping, and Tools to Become Agents of Change”


Juliette Holder, wearing a gray and white striped shirt light brown blazer, stands in front of a tan wall.

Juliette Holder

Juliette Holder, Texas Women’s University

F.1, “Interrogating White Feminism”


Julie Kidder, wearing a light blue sweater with white shapes, stands in a hallway.

Julie Kidder

Julie Kidder, Carnegie Mellon University

A.2, “Critical Race Theory: Counterstory, Autoethnography, and Multiracial Bodies”


Jeanetta Mohlke-Hill, wearing a red top and tortoise shell glasses, stands in front of trees.

Jeanetta Mohlke-Hill

Jeanetta Mohkle-Hill, Michigan State University

F.4, “Finding Theory in Material Storytelling:

Embodied Textile Literacies of Social Justice Quilting, Home-Making, and Yoruba Weaving Practices”


Temitope Ojedele, wearing a blue shirt and black jacket, stands in front of a white background.

Temitope Ojedele

Temitope Ojedele, Virginia Tech University

G.6, “Transnational Feminism in Multiple Contexts and Countries in the Global South” (Roundtable)


Sidney Turner, wearing a white top with leaf embroidery, stands in from of a brick wall.

Sidney Turner

Sidney Turner,  Syracuse University

G.2, “Interrogating Media Representations of the ‘Ideal’ Feminine”



Peitho Call for Contributions: In Memoriam, Minnie Bruce Pratt

Peitho Call for Contributions: In Memoriam, Minnie Bruce Pratt

Minnie Bruce Pratt, poet and LGBTQ+/anti-racist/anti-imperialist activist, passed away on July 2, 2023. She was a teacher, community leader, artist, and feminist and queer theorist who created a legacy in queer and feminist rhetorics. The Fall 2023 issue of Peitho will include a memorial, and you are invited to contribute. Submissions can be any type but should be around 500 words. Accessible multimodal projects are also welcome.

Please email your memorial essays to Clancy Ratliff,, by September 29.

Peitho Cluster Conversation CFP for Fall 23 Issue: Addressing The Barriers Between Us and that Future

Peitho Cluster Conversation CFP for Fall 23 Issue

Addressing The Barriers Between Us and that Future: Feminist Activist Coalition Building in Writing Studies

This Cluster Conversation, Addressing The Barriers Between Us and that Future: (Feminist) Activist Coalition Building in Writing Studies, will bring together experienced activists and social justice workers who show up to do antiracist and social justice work in our writing and academic spaces: our writing centers, programs, and classrooms through a feminist space: Peitho. We are interested in submissions that will share lived experiences of writing practitioners to provide grounded examples of the tensions and obstacles they have experienced and/or the subversive tactics they have implemented in their writing spaces since states like Oklahoma, Texas and Florida (and the list of states are currently growing) have passed laws banning critical race theory, and scholarship and discussion on gender and identity in higher education. This conversation will serve as a resource, a connective tissue of some sort, for how we build and maintain authentic coalitions within/and outside academia, in all writing spaces. Audre Lorde reminds us that the feminist activist movement will be successful when, “We are anchored in our own place and time, looking out and beyond to the future we are creating, and we are part of communities that interact. While we fortify ourselves with visions of the future, we must arm ourselves with accurate perceptions of the barriers between us and that future” (57). Therefore, this Cluster Conversation with Peitho aims to benefit a broad range of practitioners and instructors in writing studies, but particularly those at the margins, as well as community and social justice activists. Along with those who entered their writing spaces ready to comfort/encourage/and/or empower their writers/students who were impacted by the ways violence has manifested as a backlash to progress during the Charleston Church shooting, or murder of George Floyd, the hate crime massacre in Buffalo, which killed 10 people and wounded three more in a predominantly Black neighborhood by a white supremacist.

Acknowledging history is difficult work, which means that many of us need to acknowledge not only our own privileges but our own participation in exclusionary and violent practices, and how many of us resisting these current state laws have benefitted from the very institutional systems that enable them to be created and recreated. And yet, this type of work, which we see as feminist work, is necessary in coalition-building. Sara Ahmed’s work on feminist activism asserts, “If we start close to home, we open ourselves out. I will show in making sense of things that happen, we also draw on histories of thought and activism that precede us. Throughout I thus reflect on how feminism itself can be understood as an affective inheritance; how are struggles to make sense of realities that are difficult to grasp become part of a wider struggle, a struggle to be, to make sense of being”  (Living A Feminist Life).

This Cluster Conversation takes up this idea of an affective inheritance in order to learn from the struggles feminist rhetoricians, WPAs, WC directors, WAC directors, administrators, instructors, and graduate students are facing in order to better understand the wider struggles of being, to create coalitions of solidarity that bell hooks imagines in Feminist Theory: From Margin to the Center, “Solidarity is not the same as support. To experience solidarity, we must have a community of interests, shared beliefs and goals to unite…Support can be occasional, it can be given and just as easily withdrawn. Solidarity requires sustained, outgoing commitment” (67). We ask prospective contributors to reflect on their struggles currently–how they’re doing this work regardless, and the rhetorical strategies and tactics they are using–with a focus on the histories we have inherited, and an eye toward feminist methodologies and practices to move forward, in the hopes of real activist work in academia, of coalition-building, of true solidarity, rather than mutable support, highlighting our differences and celebrating what we learn when we work with difference.

Building on the activist work done by WPAs (see Branson and Sanchez; Corfman; Carter-Tod and Sano-Franchini; de Mueller and Ruiz; Green and Bachelor Robinson; Jones et al; Kynard; O’Brien and Pengilly;); feminist archival work (see Enoch and Jack; Daugherty; Bessette; Stuckey), the work on rhetorical resilience during periods of what we’re calling political “backlash” (see Dwyer; Lisabeth; Martinez; Mutnick et al; Ore; Orbe and Batten; Shorten; Mutnick et al); the call for rethinking our feminist research methodologies and practices (see Gonzales and Kells; Martinez; Patterson), this call acknowledges that most writing practitioners and instructors in writing studies consider the history of backlash that often follows social and political progress. In fact, it is a continual pattern of silencing groups fighting against oppression. While many in our profession, particularly those with activist backgrounds, have entered higher education as a way to liberate ourselves and others through fostering agency, we, too, must reckon with the history of our institutions, and the history of our writing spaces (our programs, our centers, our classrooms). Antiracist, social justice and feminist pedagogies work to support writing practitioners in developing their response to racist agendas that impact our communities in and outside of academia, and to continue coalition building in spite of divisive laws.

In this CFP, we call for pedagogical examples that serve writing practitioners that counter structures of racial and gender domination and cultivate coalition building that fully acknowledges and a history of exclusion within the feminist movement. With the limit of our writing spaces in mind, we call for examples exhibiting practices that help instructors and/or students build an awareness to communicate, improve their writing, while critically analyzing their place in society. Submissions might explore but are not limited to:
● How are your writing classrooms/programs/classrooms doing the work of antiracist pedagogy, social justice education, LGBTQ activism, during this current wave of backlash? What does the work look like?
● What struggles and challenges have you experienced with coalition-building, institutionally, within community work, local and/or national, or in the field? How might we learn from these struggles, particularly if we are to examine them through a historical approach?
● How have we reckoned with violent and exclusionary state and federal laws and policies in our own activist work? How might “affective inheritance” reshape our activist approaches? How have we actively engaged in creating movements of solidarity, as opposed to support? What new theories and/or research methodologies are needed to do this type of ongoing commitment to justice work?
● How do organizers in writing spaces do justice work in reactionary climates as reflected by regressive laws and policies that directly impact educational practices? How can we build trust, listen, be subversive, and build solidarity across different agendas within these climates? How can we prepare for or respond to the polarizing shifts in attitudes and support that occur within short time frames? What needs will this special issue meet–in research, teaching, service, and/or community work?

The importance of this special issue can be summed up into one word: reminder. A simple word that holds layers of meaning and significance for many aspects of our professional and personal lifes. The cliche “one must learn from the past so as not to repeat it” holds deep significance when doing social justice work. Dea-Jong Kim and Bobbi Olson remind us that “whiteliness is not necessarily a product of being white,… [but] rather, an articulation of epistemologies that have been racialized; whiteliness as rhetoric” (123). It’s important to understand how these systems developed in order to properly understand the backlash that has been created to keep these systems in place. By identifying and processing how whiteness has been racialized from examining the past, we can begin to see the patterns of backlash and the impact they have had on improvement and forward motion. Through this knowledge, we could potentially begin to predict when these movements of resistance could arise and possibly prepare for their interference. As such, we are not only building on the good works of others, but we could also be creating strategies and techniques that those after us can use to ensure those good works continue.

For this Cluster, contributors are invited to submit 500-word proposals expressing how their piece will contribute to this conversation. The recommended article length is 2000-5000; the editors will also consider reflective shorter pieces, as well as multimodal work. We would also be happy to publish responses to the Summer ’23 special issue, “Coalition as Commonplace: Centering Feminist Scholarship, Pedagogies, and Leadership Practices.” All articles should conform to MLA style and all authors should adhere to reviewer guidelines for Peitho. We are especially interested in featuring contributions and work from BIPOC scholars, those at HBCUs, HSIs, MSIs, and two-year colleges, as well as graduate students. We are also interested in collaborative work, especially if such work is with undergraduate students. If you have questions or would like to brainstorm potential ideas, do not hesitate to contact one of the editors.

Please send 500-word proposals, plus a bibliography and a 150-word biography, to by February 12, 2023.

Timeline for Cluster Conversation in Fall 23 Peitho issue:

  • CFP out and distributed: Week of Dec 12, 2022
  • Proposals due: February 12, 2023
  • Decisions to Authors: March 1, 2023
  • Cluster Conversations Piece Due: June 1, 2023
  • Feedback & Request for Revision to Authors: July 1, 2023
  • Revisions Due: August 15, 2023
  • Any Additional Requests for Revision to Authors: August 30, 2023
  • Final Revisions Due: September 30, 2023
  • Publication in Fall Issue: October 30, 2023

● Engagement with the CFP and timeliness and relevance of the manuscript
● Commitment to activist work and research within the field of Writing Studies
● Extending the conversation of feminist rhetoric, theory, and research, as it pertains to

Hillary Coenen, Anna Sicari, Natasha Tinsley, and Lisa Wright

Ahmed, Sara. Living a Feminist Life. Zubaan, 2019.
Bessette, Jean. Retroactivism in the Lesbian Archives: Composing Pasts and Futures. Southern Illinois University Press, 2017.
Branson, Tyler, and James Chase Sanchez. “Programmatic Approaches to Antiracist Writing Program Policy.” Writing Program Administration, vol. 44, no. 3, 2021, pp. 71-77.
Branson, Tyler S. Policy Regimes: College Writing and Public Education Policy in the United States. Southern Illinois University Press, 2022.
Carter-Tod, Sheila, and Jennifer Sano-Franchini. “Black Lives Matter and Anti-Racist Projects in Writing Program Administration.” Writing Program Administration, vol. 44, no. 3, 2021, pp. 12-23.
Condon, Frankie, and Vershawn Ashanti Young, editors. Performing Antiracist Pedagogy in Rhetoric, Writing, and Communication. WAC Clearinghouse, 2017.
Corfman, S. Brook. “On Not Knowing Students’ Genders, Nor Being Able to Predict When or How They Will Change.” College Composition and Communication, vol. 73, no. 2, 2021, pp. 261-286.
Daugherty, Rachel C. “Intersectional Politics of Representation: The Rhetoric of Archival Construction in Women’s March Coalitional Memory.” Peitho, vol. 22, no. 2, 2020,

de Mueller, Genevieve, and Iris Ruiz. “Race, Silence, and Writing Program Administration: A Qualitative Study of US College Writing Programs.” Writing Program Administration, vol. 40, no. 2, 2017.
Dwyer, Sarah. “A Question of Affect: A Queer Reading of Institutional Nondiscrimination Statements at Texas Public Universities.” Peitho, vol. 21, no. 2, 2022, nation-statements-at-texas-public-universities/.
Enoch, Jessica, and Jordynn Jack, editors. Retellings: Opportunities for Feminist Research inRhetoric and Composition  Studies. Parlor Press, 2019.
Gonzales, Laura, and Michelle Hall Kells, editors. Latina Leadership: Language and Literacy Education Across Communities. Syracuse University Press, 2022.
Green, David, and Michelle Bachelor Robinson. “Writing Program Administration” For Us, By Us”: Two HBCU WPAs Testify.” Writing Program Administration, vol. 44, no. 3, 2021, pp. 23-29.
hooks, bell. Feminist Theory: From Margin to Center. Routledge, 2015.
Inoue, Asao B. Antiracist Writing Assessment Ecologies: Teaching and Assessing Writing for a Socially Just Future. WAC Clearinghouse, 2015.
Jones, Natasha, et al. “So You Think You’re Ready to Build New Social Justice Initiatives?: Intentional and Coalitional Pro-Black Programmatic and Organizational Leadership in Writing Studies.” Writing Program Administration, vol. 44, no. 3, 2021, pp. 29-36.
Kells, Michelle Hall, and Laura Gonzales, editors. Latina Leadership: Language and Literacy Education Across Communities. Syracuse University Press, 2022.

Kynard, Carmen. “Troubling the Boundaries” of Anti-Racism: The Clarity of Black Radical Visions amid Racial Erasure.” Writing Program Administration, vol. 44, no. 3, 2021, pp. 185-192.

Kynard, Carmen. “‘Troubling the Boundaries’ of Anti-Racism: The Clarity of Black Radical Visions amid Racial Erasure.” Writing Program Administration, vol. 44, no. 3, 2021, pp. 185-192.
Lisabeth, Laura. “Strunk and White and Whiteness.” College Composition and Communication, vol. 73, no. 1, 2021, pp. 80-102.
Lorde, Audre. A Burst of Light: And Other Essays. Dover Publications, 2017.
Martinez, Aja Y. Counterstory: The Rhetoric and Writing of Critical Race Theory. Conference on College Composition and Communication, 2020.
Mutnick, Deborah, et al., editors. Writing Democracy: The Political Turn in and Beyond the Trump Era. Routledge, Taylor & Francis Group, 2020.
O’Brien, M., and Cynthia Pengilly. “Telling It Like It Is: A Narrative Account of Designing a Race and Ethnicity Requirement at a PWI in the Middle of Black Lives Matter.” Writing Program Administration, vol. 44, no. 3, 2021, pp. 128-132.
Orbe, Mark. “#AllLivesMatter as Post-Racial Rhetorical Strategy.” Journal of Contemporary Rhetoric, vol. 5, no. 3/4, 2015, pp. 90-98. Contemporary Rhetoric,
Orbe, Mark, and Colin Batten. “Diverse Dominant Group Responses to Contemporary Co-Cultural Concerns: US Intergroup Dynamics in the Trump Era.” Journal of Contemporary Rhetoric, vol. 7, no. 1, 2017, pp. 19-33. Contemporary Rhetoric,
Ore, Ersula. “Pushback: A Pedagogy of Care.” Pedagogy, vol. 17, no. 1, 2017, pp. 9-33,
Patterson, GPat. “Because Trans People Are Speaking: Notes on Our Field’s First Special Issue on Transgender Rhetorics.” Peitho, vol. 22, no. 4, 2020,
Perryman-Clark, Staci, and Collin Craig. Black Perspectives in Writing Program Administration: From the Margins to the Center. National Council of Teachers of English, 2019.
Shorten, Richard. “Why Bad Books Matter: Past and Future Directions for Understanding Reactionary Ideology.” Politics, Religion & Ideology, vol. 20, no. 4, 2020, pp. 401-422. Taylor & Francis,
Skinnell, Ryan. Conceding Composition: A Crooked History of Composition’s Institutional Fortunes. Utah State University Press, 2016.
Stuckey, Zosha. “Ghostwriting for Racial Justice: On Barbara Johns, Dramatizations, and Speechwriting as Historical Fiction.” Peitho, vol. 24, no. 2, 2022,