Examining Communities of Practice: Transdisciplinarity, Resilience, and Professional Identity

Agents of Change: Modeling Two-Year College English Teachers' Change Resilience and Saturation during COVID and (we hope) Beyond

“…We define professional autonomy as the ability to make theoretically-sound, student-responsive choices adhering to the recognized and regulated field of knowledge informing and advancing that work (Griffiths, 2017). Action depends on teachers' located agency to revise courses in a timely manner, and to construct our own teaching spaces and design assessments for learning in the classroom and online (Griffiths, 2017;Suh & Jensen, 2020).…”

Two-Year College Writing Studies: Rationale and Praxis for Just Teaching

“…In this way, "just teaching" most often means working outside of a research setting, regardless of what research, assessment, or advocacy the faculty member who "just teaches" does, thereby suppressing membership and ownership over disciplinary and professional conversations-both by ourselves and by our four-year colleagues. This lack of professionalization may explain why scholars Copyrighted material, not for distribution and teacher-scholar-activists have noticed the apparent disengagement of so many two-year college writing instructors from their institutions and their professional communities (Suh and Jensen 2020;Toth and Sullivan 2016).…”

“…Further, when they send these poorly prepared graduate students (Klausman 2018(Klausman , 2019, they create poorly professionalized instructors, most of whom end up being contingent labor. The contingent labor crisis and the fossilization of two-year college English instructors who do not recognize the need to professionalize themselves (Suh and Jensen 2020;Toth and Sullivan 2016) represents our second major barrier: resistance from graduate institutions. A close analysis of the professionalization of graduate students in composition and rhetoric programs suggests our teaching discipline thrives as a twin at the margins of graduate learning.…”

Introduction: Sign o’ the Times

“…Further, when they send these poorly prepared graduate students (Klausman 2018(Klausman , 2019, they create poorly professionalized instructors, most of whom end up being contingent labor. The contingent labor crisis and the fossilization of two-year college English instructors who do not recognize the need to professionalize themselves (Suh and Jensen 2020;Toth and Sullivan 2016) represents our second major barrier: resistance from graduate institutions. A close analysis of the professionalization of graduate students in composition and rhetoric programs suggests our teaching discipline thrives as a twin at the margins of graduate learning.…”