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2011 CCCC Virtual Conference

Did you miss the 2011 CCCC Convention in Atlanta? Did you attend the Convention but run out of time to see all of the stellar sessions? If so, check out the first CCCC Virtual Conference, bringing you a "flavor of the 2011 CCCC Annual Convention" from the convenience of your desktop!

Over the course of a month following the 2011 CCCC Convention, CCCC will host five, 60-minute virtual sessions that were presented in Atlanta. With FREE registration, you not only have the opportunity to attend the live virtual events, you will also gain full access to the on-demand recordings of those events which you can revisit at any time and even share with your colleagues in your department. You will have the freedom to attend as many of the virtual events as you wish but still have access to all of them on-demand after each session.

Registration Information

Seats are limited for this event, REGISTER TODAY!

FREE Registration includes:

  • Live access to all five, 60-minute virtual sessions
  • On Demand recordings of each of the five sessions
  • Added Bonus: Access to the recording of CCCC Chair Gwendolyn D. Pough's Address from Atlanta
  • Extended conversations and resource sharing in an eGroup within the CCCC Conneted Community for all registrants

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Conference Information: All Our Relations: Contested Space, Contested Knowledge


Session 1
Cancelled

 Session 2
April 14
1 to 2 pm EDT
Session 3
April 19
12 to 1 pm EDT 
Session 4
April 27
2 to 3 pm EDT 
Session 5
April 29
1 to 2 pm EDT 
Session 6
May 6
1 to 2 pm EDT
 

Session 2: Thursday, April 14, 2011 – 1 to 2 p.m. EDT

Communicating Tradition: Textual Politics in the Composition of Cherokee Stories of the Turtle Island Liars’ Club

Presenter: Christopher B. Teuton, University of Victoria
For the past several years Christopher Teuton has been collaborating on a book project with a group of esteemed Cherokee Nation and United Keetoowah Band elders and cultural traditionalists who call themselves the “Turtle Island Liars’ Club.” Now in the editorial stage and under advance contract with the University of North Carolina Press, Cherokee Stories of the Turtle Island Liars’ Club will represent the first volume of transcribed Western Cherokee oral traditional stories published in over forty years. This session explores how Cherokee Stories was constructed through multiple nodes and channels of communication—oral, graphic, digital, and visual. More than simply a collection of orally recorded stories, the back story of the composition of Cherokee Stories shows how the book emerged within a complex matrix of forms of communication and technologies working sometimes in concert, other times at odds with one another as the Liars’ Club expressed their ideas concerning Cherokee culture, tradition, and teachings. Today, when elders email and Facebook as well as tell stories around the fire, what are the textual politics of communicating tradition?

Session 3: Tuesday, April 19, 2011 – 12 to 1 p.m. EDT

A Future of Writing Studies

Presenter: Sid Dobrin, The University of Florida, Gainesville
This is a presentation about writing and writing theory, and how changes outside of the field require substantial changes within. Synthesizing diverse discussions of posthumanism, visual/rhetoric, design, materiality, and ecology, the speaker considers what a future of writing studies might look like, if it wants to remain relevant intellectually. In order to engender and encourage conversations of possibility and opportunity in the current, burgeoning, self-critical moment in composition studies, this presentation considers a significant shift in approaches to writing studies that challenges entrenched ideas and assumptions that have defined composition studies—assumptions like the autonomous (student) subject and the role of visuals (in) writing. Such challenges to and within contested disciplinary spaces create discomfort, of course, and part of that discomfort emerges in this presentation as challenges to the mythologies and the removal of the guarantors upon which composition studies has relied, such as the management of student identities. As this presentation argues, however, we must do so in order to map writing studies’ intellectual future beyond composition studies’ academic past.

Session 4: Wednesday, April 27, 2011 – 2 to 3 p.m. EDT

What to do with a Million Texts: Rhetoric, Composition and High Performance Computing

Presenter: Dean Rehberger, Michigan State University, East Lansing
Dean Rehberger is the Director of MATRIX: the Center for Humane Art, Letters, and Social Science Online and also Associate Professor of Writing, Rhetoric and American Cultures. His primary areas of research include: information design and architecture; digital libraries, museums and archives; Internet technologies in the classroom; and hybrid learning environments. He recently coedited the book, Virtual Decisions: Digital Simulations for Teaching Reasoning in the social Science and Humanities. An expert in user experience design, Dean oversees MATRIX’s multi-partner, multi-site projects in digital libraries, humanities and social science computing. He has helped to bring in over $16 million in grants for the digital humanities. He is a seasoned leader in implementing major humanities technology projects that involve collaboration among multiple institutions, both in the U.S .and internationally. Dean is faculty advisor to the MSU Usability and Accessibility Center and teaches humanities computing, and rhetorical theory and history. Dean was recently awarded a Digging into Data Challenge Competition (www.diggingintodata. org), funded NSF, NEH, JISC, SSHRC, and consists of an international, multidisciplinary team of researchers from the University of Illinois, National Center for Supercomputing Applications, Michigan State University, and the University of Sheffi eld. The challenge explores the ways we do qualitative research on large quantities of digital media. The digital humanities and high performance computing promise to open up new avenues of research and change the face of scholarship in the humanities. Dean will speak about these new paths and how scholars in rhetoric and composition can take a leading role and be agents of change in the humanities.

Session 5: Friday, April 29, 2011 - 1 to 2 p.m. EDT

Questioning Pedagogical Contested Space: A Chicana Perspective

Presenters: Dora Ramirez-Dhoore, Boise State University, ID
Patricia Trujillo, Northern New Mexico College, Espanola
Carol Brochin-Ceballos, University of Texas, El Paso
In paying respects to “all our relations,” this presentation directs our attention to how individuals listen to the rhetoric regarding racialized notions of how Ethnic Studies is brought into and taught in the classroom as a contested space. The story of the Chicana/o as a minority has been complicated with memories and lived realities of English-Only laws, propositions that break up families, rhetoric that dehumanizes (“illegal aliens”), and the list continues. This session focuses on a movement that has been part of “cultural pedagogy” referring to the idea that “education takes place in a variety of social sites including but not limited to school.” Cultural pedagogy acknowledges that “pedagogical sites are places where power is organized and deployed” (Steingberg and Kincheloe). This panel interrogates “contested knowledge” while remembering all our relations, by not forgetting the political and educational histories of students of color.

Dora Ramirez-Dhoore’s presentation “Difference is in the Voice: Listening to the “minor-ity” perspective in Academia” draws on the educational and thus political history of the Chicana/o student in the academy and how it affects their learning and success in the academy. She focuses on two of the texts that have been monitored by AZ House Bill 2281:  Rudy Acuña's Occupied America and Paolo Freire's Pedagogy of the Oppressed.  Patricia Trujillo’s “Writing/Righting/Riting Northern New Mexico: A Statement on Improving Writing at Northern New Mexico College” examines how faculty and students at Northern New Mexico College, a traditionally Hispanic and Native American serving institution, are co-creating a writing community around the concept of “academic rigor/cultural relevance,” in efforts to understand not only the grammar/ mechanics/ context of academic writing, but also how to understand the grammar/mechanics /context of the colonization that has shaped (is shaping) their literal community. Carol Brochin Ceballos's presentation, “The Borderlands Literacy Project: (Re)Conceptualizing Literacy Practices in Transnational Spaces” uncovers the historical, cultural, and sociocritical literacy practices (Gutierrez, 2008) within the third space—in this case the geographical region of the US/Mexico borderlands and the spaces between official and unofficial literacies (Kirkland, 2009).  She documents a series of literacy events enacted with pre-service and practicing teachers at the University of Texas at El Paso (UTEP) that place at the center activities geared to uncover the role of both official and unofficial literacy practices and the ways in which these literacy practices are shaped by living within and across transnational communities.

Session 6: Friday, May 6, 2011 – 1 to 2 p.m. EDT

The State of Dual-Credit/Concurrent-Enrollment Writing Courses

Presenters: Carolyn Calhoon-Dillahunt, Yakima Valley Community College, WA
Christine Farris, Indiana University, Bloomington
Kelly Ritter, The University of North Carolina at Greensboro
Duane Roen, Arizona State University, Tempe
In this session, we will consider some recent scholarship on dual-credit/concurrent writing courses, especially the recent NCTE book, College Credit for Writing in High School: The “Taking Care of” Business, edited by Kristine Hansen and Christine R. Farris. The panelists, all members of the CCCC working group on dual-credit/concurrent enrollment writing courses, will also present data collected in a survey of CCCC, TYCA, and NCTE Secondary Section members. Panelists will also engage the audience in conversation about recent scholarship, the CCCC survey data, and audience members’ experiences with dual-credit/concurrent-enrollment writing courses. This panel’s aim is to provide a closer examination of how existing programs operate, as well as how they are evaluated and researched in order to help us take informed and responsible positions in this controversy.

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