This article shares an upper-division writing course's struggle to be accountable to both the #MeToo movement and the fight for Ethnic Studies in Tucson. These movements collided in our class after we planned a campus screening of the film PRECIOUS KNOWLEDGE, which chronicles the student-led movement to save the Tucson High School Mexican American studies program, and then received news that the director had sexually assaulted one of the student-activists in the film. In this article, collaboratively-written by the professor teaching the course and two students in it, we share our accountability process, and concrete methods for social-movement-accountability in the writing classroom.

Vani kannan-syracuse university 1 Joe schicke-tulsa community college sue doe-colorado state university keyWords organic theater, academic labor, performative activism I In Adrianna Kezar's edited collection Embracing Non-Tenure Track Faculty: Changing Campuses for the New Faculty Majority she cites several campuses as case studies of what she posits as three fundamental phases of adjunct advocacy and integration: mobilization (phase one), implementation (phase two) and institutionalization (phase three). Kezar suggests that movement from phase one to phase three is accomplished through a range of mechanisms including governance, executive caveat, outside expert or consultant recommendation, unionization, and activism. Our experience suggests that this model is useful for understanding the status of equity efforts, but that grassroots perturbation is necessary to move through each of these stages. In this article, we put Kezar's model into conversation with a call from Maria Maisto, President and Executive Director of the New Faculty Majority (NFM), for greater utilization of the arts in the academic labor movement: "Advocacy for adjuncts and their students needs to be carried out using all of the communicative tools we have: the full range of media, rhetorics, and art forms that can convey the humanity at the core of the issue. " Specifically, we share our experience enacting academic labor activism through organic theater, a performative organizing tactic that can be used to build community horizontally within rehearsal and performance spaces while productively linking academic labor equity with other local and regional organizing efforts. Our experience suggests that organic theater can be used during any of Kezar's stages to complement and excite traditional approaches such as surveying faculty, developing professional association position/policy statements, and increasing non tenure-track faculty participation in shared governance. We believe that performative interventions like organic theater complement Kezar's Delphi Project on the Changing Faculty and Student Success, which provides tools by which institutions can undertake systematic analysis and improvement of labor policies, and build more inclusive environments within the academy. With Maisto, we believe that creativity and artistry can stand alongside statistics, data, and other empirical approaches, make both theoretical and tactical performing Horizontal activism

This article traces the labor of archiving the papers of the Third World Women’s Alliance (TWWA)--a multiracial women’s organization that grew out of the Civil Rights/Black Power movements and maintained active chapters in NYC and the Bay Area during the 1970s. By focusing on the labor of archiving, I take a lead from the methodologies of social-movement scholars in rhetoric and writing who orient to the behind-the-scenes labor of organizing, and the everyday textual labor of building movements and preserving movement histories (Leon; Monberg). My embodied experiences as a cross-disciplinary teacher/scholar of rhetoric and composition and women’s and gender studies, and organizer who prioritizes behind-the-scenes, feminized labor like internal document preparation and childcare—orient me to the labor that scaffolds more public-facing work like publishing theory and speaking publicly. Drawing on an interview with Sharon Davenport, who processed the TWWA’s archives, this article situates archiving as indispensable, feminized, and often-invisible labor that builds the context for feminist writing, theorizing, and teaching in institutions of higher education.

Not applicable. Creative submission.

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