As a compositionist and cultural rhetorician, my research is mixed methods, holistic, and historical, and engages scholarly as well as popular texts. You can find my published research on my Google Scholar Profile.
My dissertation, “SCHOOLED: Hiphop Composition at the Predominantly White University,” interrogates and contextualizes hiphop teaching and writing in college writing classrooms at predominantly white institutions (PWIs). Comprising classroom, survey, and historical research, this mixed-methods dissertation investigates how hiphop pedagogy and colorblind, primarily-white academia have accommodated themselves to one another. The dissertation advocates race-conscious writing pedagogy that foregrounds students’ and teachers’ identities in classroom discussions of language, genre, and power, and argues that institutional whiteness have historically and are currently limiting the reach of such pedagogies. You can find my full dissertation and abstract here.
My research as a rhetorician invested in women’s history, critical whiteness studies, and social media come together in my article “Constellating White Women’s Cultural Rhetorics: The Association of Southern Women for the Prevention of Lynching and Its Contemporary Scholars,” published in Peitho in Spring 2018. This piece offers a re-reading of the archives of the ASWPL, a 1920s whites-only advocacy group based in the U.S. South, to argue that evasions of the ASWPL’s debts to Black organizers like Ida B. Wells, perpetuated by both the group itself and contemporary white women scholars, violate principles of fair use and constitute a cultural rhetorics practice we can recognize (or constellate) as plagiarism. Similar themes and methods are engaged in my “Let the People Rap: Cultural Rhetorics Pedagogy and Practices Under CUNY’s Open Admissions, 1968-1978,” forthcoming in Journal of Basic Writing. Drawing from institutional archives as well as the personal archives of former CUNY composition teachers June Jordan, Adrienne Rich, and Audre Lorde, this piece resurfaces the cultural-rhetorics-informed composition pedagogies of the Open Admissions years and recognizes how the defunding of the Open Admissions program disproportionately affected adjunct women of color teachers alongside students of color.
My work as a rhetorical analyst and cultural critic has also been featured on my blog, as well in other publications, including LARB, Hyperallergic and The American Reader. As a transplant to Silicon Valley, I am also interested in the cultural scripts that occlude the real costs of consumer technology, which I consider in my essay “This Post Burns Coal.”
The header image on this website was taken in spring of 2014 when I spoke at “You Are Hair,” a live event for the women in film podcast “Bonnie and Maude.” See me in action below.