[Bilimsel Haber] CFP: Anti-Disciplinarity in the Writing and Cultural Studies Classroom (8/15/06; collection)

[Nazan Haydari]

Call for Papers
Writing Against the Curriculum: 
Anti-Disciplinarity in the Writing and Cultural
Studies Classroom

Cultural studies critiques of disciplinarity have
engendered a wide 
range of alternatives to the disciplinary norms that
govern the American 
academy: multi-, inter-, pre-, post-, trans-, and
anti-disciplinarity.  
We seek essays that use these notions as grounds to
think through 
writing and the writing-intensive classroom as spaces
in which to challenge 
the conventional organization and segregation of
knowledges and 
epistemologies into discrete and highly regulated
disciplines.  Building, for 
example, on the work of Henry Giroux, Paolo Freire,
Cary Nelson, and 
others, we imagine "disciplinary" writing as
"disciplined" writing, in 
the sense that Michel Foucault uses the term in
Discipline and Punish: 
writing produced under the auspices of highly
controlled and tightly 
guarded disciplines is subject to surveillance and
restriction that governs 
what knowledge can be made, under what conditions it
can be made, and 
how it is authorized.  Therefore, we see writing
courses (now more!
  and more considered to be pre-disciplinary, and
therefore outside the 
disciplines) and language-intensive cultural studies
courses (which 
have the potential to cut across a wide variety of
disciplines, 
particularly in the humanities) to be rich spaces in
which to enact a resistant 
pedagogy that asks students to think beyond and
against the disciplinary 
conventions which govern much of the rest of higher
education 
pedagogies.
	
Writing Against the Curriculum is being assembled in
response to the 
growing popularity of Writing Across the Curriculum
(WAC) and Writing in 
the Disciplines (WID) programs in universities and
colleges across the 
United States.  Given that many of these programs
employ both a 
pre-disciplinary "Introduction to Writing" course,
followed by a sequence or 
selection of writing-intensive courses housed within
academic 
departments, they simultaneously offer opportunities
to subvert disciplinary 
knowledge production in the earlier course, even as
they reaffirm those 
divisions in their later requirements.  Nonetheless,
the study of 
rhetoric, the attention to invention and intervention,
the emphasis on critical 
thinking, and a curricular flexibility that enables a
pedagogy that can 
be applied to a wide variety of topics makes these and
similar 
composition classrooms excellent spaces to
problematize disciplinarity before 
students experience its enforcement most intensely.
	
Essays might ask any of the following questions, and
other related 
lines of inquiry:

Theoretical Interventions
*	How do various critiques of disciplinarity account
for writing?
*	How do pre-, inter-, multi-, trans-, post-, and/or 
anti-disciplinarity relate to one another?
*	What is the status of anti-disciplinarity in today's
academy?
*	What sorts of writing resist and/or reinscribe
disciplinarity?
*	How does disciplinarity discipline writing? 

Anti-disciplinarity and Writing Pedagogy
*	How do various writing programs resist and/or
reinscribe 
disciplinarity?
*	What classroom approaches or activities resist or
openly subvert 
disciplinarity?
*	What are the challenges facing writing pedagogy in
the disciplinary 
academy?

Writing in the Anti-disciplines
*	How might we think of various modes of discourse
(particularly those 
influenced by cultural studies) as anti-disciplines?
e.g. Post-colonial 
studies, Disability studies, Diaspora studies and
critical race theory, 
Performance studies, Gender studies and Queer theory,
etc.
*	How does writing inform these anti-disciplines?
*	How do these anti-disciplines imagine writing?
*	How can these anti-disciplines transform the writing
classroom? 

This collection has been solicited by an interested
publisher as part 
of a series on cultural studies, activism and
pedagogy.  We plan to 
submit the completed manuscript by August 2007. 
Please send completed 
essay (5,000-8,000 words) and c.v., to Ryan Claycomb 
(ryan.claycomb at mail.wvu.edu) or Randi Kristensen
(rkris at gwu.edu) by 
August 15, 2006. 



Ryan M. Claycomb
Assistant Professor of English
West Virginia University
PO Box 6296
359 Stansbury Hall
304.293.3107 x33430

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