Monthly Archives: June 2020

6/13/2020: A Reading List

Bailey, Moya and Trudy. “On Misogynoir: Citation, Erasure, and Plagiarism.” Feminist Media Studies, vol. 18, no. 4, 2018, pp. 762-768.

Bailey, Moya and Whitney Peoples. “Towards a Black Feminist Health Science Studies.” Catalyst, vol. 3, no. 2, 2017, pp. 1-27.

Berry-McCrea, Erin L. “‘To My Girls in Therapy, See Imma Tell You This fo Free…’: Black Millennial Women Speaking Truth to Power in and Across the Digital Landscape.” Meridians: Feminism, Race, Transnationalism, vol. 16, no. 2, 2018, pp. 363-372.

Ford, Jillian. “Cultivating Citizenship as Feeling: A Conversation with Three Digital Alchemists.” Journal of Curriculum Theorizing, vol. 29, no. 2, 2013, pp. 220-229.

Garcia, Patricia, Cecilia Henriquez Fernández, and Ashley Jackson. “Counternarratives of Youth Participation Among Black Girls.” Youth & Society, 2019, pp. 1-22.

Garner, Porshé R., Dominique C. Hill, Jessica L. Robinson, and Durell M. Callier. “Uncovering Black Girlhood(s): Black Girl Pleasures as Anti-Respectability Methodology.” American Quarterly, vol. 71, no. 1, 2019, pp. 191-197.

Green, Kai M., Je Naé Taylor, Pascale Ifé Williams, and Christopher Roberts. “#BlackHealingMatters in the Time of #BlackLivesMatter.” Biography, vol. 41, no. 4, 2018, pp. 909-941.

Gumbs, Alexis Pauline. “Coal: Black Matter Oracle.” The Black Scholar, vol. 47, no. 3, 2017, pp. 3-7.

Gumbs, Alexis Pauline. “Repetition is Sacred: School of Our Lorde, Mobile Homecoming, and Legacy in Flight.Feminist Studies, vol. 40, no. 1, 2014, pp. 207-215.

Gumbs, Alexis Pauline. “Seven Possible Futures for the Black Feminist Artist.” Obsidian, vol. 42, nos. 1-2, 2016, pp. 114-120.

Hill, Dominique C. “Black Girl Pedagogies: Layered Lessons on Reliability.” Curriculum Inquiry, vol. 48, no. 3, 2018, pp. 383-405.

Judd, Bettina. “Sapphire as Praxis: Toward a Methodology of Anger.” Feminist Studies, vol. 45, no. 1, 2019, pp. 178-208.

Juhasz, Alexandra. “Yvonne Welbon Interviews Alexis Pauline Gumbs: Sisters in the Life.” Feminist Media Histories, vol. 5, no. 4, 2019, pp. 76-86.

Kynard, Carmen. Vernacular Insurrections: Race, Black Protest, and the New Century in Composition-Literacies Studies. SUNY Press, 2013.

Lindsey, Treva B. “Ain’t Nobody Got Time for That: Anti-Black Girl Violence in the Era of #SayHerName.” Urban Education, vol. 53, no. 2, 2018, pp. 162-175.

Love, Bettina L. “‘No there is nothing wrong with your eyes, my letterhead is indeed crooked’: An Introduction to the Study of Black and Brown Lesbian Educators.” Journal of Lesbian Studies, vol. 21, no. 4, 2017, pp. 371-374.

McArthur, Sherell A. and Monique Lane. “Schoolin’ Black Girls: Politicized Caring and Healing as Pedagogical Love.” The Urban Review, vol. 51, 2019, pp. 65-80.

McPherson, Kisha. “Black Girls are not Magic; They Are Human: Intersectionality and Inequity in the Greater Toronto Area (GTA) Schools.” Curriculum Inquiry, 2020.

Pritchard, Eric Darnell. “Black Girls Queer (Re)Dress: Fashion as Literacy Performance in Pariah.” QED: A Journal of GLBTQ Worldmaking, vol. 4, no. 3, 2017, pp. 127-155.

Richardson, Elaine. “Developing Critical Hip Hop Feminist Literacies: Centrality and Subversion of Sexuality in the Lives of Black Girls.” Equity & Excellence in Education, vol. 46, no. 3, 2013, pp. 327-341.

The Queer Diaspora Collective. “Fungibility in the Academia.” Higher Education for the Future, vol. 6, no. 2, 2019, pp. 158-170.

Wade, Ashleigh Greene. “Indigo Child Runnin’ Wild: Willow Smith’s Archive of Black Girl Magic.” National Political Science Review, 2018, pp. 21-33.

Wade, Ashleigh. “When Social Media Yields More than ‘Likes’: Black Girls’ Digital Kinship Formations.” Women, Gender, and Families of Color, vol. 7, no. 1, 2019, pp. 80-97.

6/12/2020: “What We See When We Digitize Pain: The Risk of Valorizing Imaged-Based Representations of Fibromyalgia over Body and Bodily Experience” by Vyshali Manivannan

Today’s #AntiAbleistComposition feature is “What We See When We Digitize Pain: The Risk of Valorizing Imaged-Based Representations of Fibromyalgia over Body and Bodily Experience” by Vyshali Manivannan.

Vyshali Manivannan is a writer, educator, and creative-critical scholar. She teaches Writing Studies in the Department of English and Modern Language Studies at Pace University in Pleasantville, NY. She is a Ph.D. candidate in Journalism and Media Studies at Rutgers University, where her doctoral research critically examines discourses around the ailing body, biomedical technologies intended to locate and visually render chronic pain, and the ableist imperatives of academic style. Her other research interests include comics and animation, online anonymity and economies of offense, trickster hermeneutics, and decentralized movements. Her methodological research interests unite affect theory, autoethnography, and approaches in the rhetorics of health and medicine. Her scholarship has appeared in Digital HealthPlatform, and Fibreculture among others, and she was an invited contributor to The New York Times Room for Debate issue on Internet trolls. She has also performed creative-critical work at international conferences such as WTF Affect 2015 and Capacious 2018.

Manivannan also holds an M.F.A. in Fiction Writing from Columbia University School of the Arts, where she focused on fictocriticism, creative nonfiction, and the lyric essay. Her creative work has been featured in literary journals such as ConsequenceThe FanzineDIAGRAM, and Black Clock, as well as in live performances such as Yoni Ki Baat 2010. She was nominated for a 2015 Pushcart Prize in Nonfiction and was among those listed in “Notable Essays and Literary Nonfiction of 2014” in Best American Essays 2015. Her first novel, Invictus, was published when she was 15. She is currently working on a creative nonfiction manuscript about vicarious trauma and Sri Lanka’s ethnic conflict, and its parallels and lessons for the contemporary political landscape in the U.S. She is presently represented by Mary Krienke at Sterling Lord Literistic, Inc.

She has taught Composition & Rhetoric and Media Studies at the undergraduate level for over ten years, and additionally created and taught 8th-12th grade curricula in English, Creative Writing, and Academic Writing at the Countee Cullen Community Center site of the Harlem Children’s Zone. She has developed and taught writing courses themed around subjects like cyberpunk, Batman, horror film, and narrative medicine; and media studies courses focusing on geeks, hackers, and trolls; journalism writing; fake news and bullshit; consumer media culture; gender, race, class, and sexuality; media ethics and law; and the histories of electronic and digital media. She regularly teaches University Writing in Columbia University’s summer bridge program for under-resourced incoming freshmen.

6/10/2020: “A Dream Deferred” No Longer: Backstory of the First Autism and Race Anthology by Morénike Giwa Onaiwu

Today’s #AntiAbleistComposition feature is “‘A Dream Deferred’ No Longer: Backstory of the First Autism and Race Anthology” by Morénike Giwa Onaiwu in Autistic Community and the Neurodiversity Movement edited by Steven K. Kapp.

The edited collection is open access.