TraverseVol. 1 No. 1 (2021)
In the Spring of 2021, the English Department at California State University, Los Angeles partnered with the University of Alberta to offer an international writing workshop for students on path to be the first in their families to graduate with a four-year university degree. Informed by translingual writing pedagogy, Cal State LA graduate students and tutors at the University of Alberta's Centre for Writers guided workshop participants through the process of drafting, revising, and editing personal narratives on their first-gen college experiences. The workshop, which took place against a backdrop of a global pandemic, produced powerful stories of endurance, resilience, and willful determination. In this inaugural issue of Text & Type, we celebrate students who traverse seemingly impassible borders to write their own stories.
Text & Type extends a special thank you to the University of Alberta's Centre for Writers staff: Dr. Lucie Moussu, Anna Antonova, Derya Cinar, Breanne Duguay, Ayla Hermanutz, and Silvia Sgaramella; to Cal State LA graduate student workshop facilitators: Erica Bennet, Theo Cordoneanu, and Rory Olivarez; to Associate Editor and recently graduated English M.A. student, Luis Alonso; to Humanities Librarian, Paizha Stoothoff; and to English Department Chair, Dr. Linda Greenberg. This inaugural issue of Text & Type would not have been possible without your support and creative and collaborative vision.
Special Issue: Equity, Engagement, and ImpactVol. 2 No. 1 (2022)
21st-century educational spaces serve students from an array of cultural, social, class, and linguistic backgrounds, and this rich variety of difference has rightly complicated pedagogical frameworks and teaching practices that demonstrate limited engagement with the experiences and embodied identities of diverse student populations. In this issue of Text & Type, we assert the responsibilities of educators to support their students in challenging systems of power and to amplify the voices of diverse students, scholars, and artists. We explore strategies for turning the writing classroom into spaces of equal access and multivalent expression through conscientious approaches to writing instruction and assessment. We offer models for culturally relevant and meaningful assignments that promote equity by providing students opportunities to center themselves in their academic work. In a showcase of winning entries from a Cal State LA first-year student writing contest, we honor the ideas, expressive styles, and achievements of students commencing their higher education journeys. This collection of writing invites critical reflection on the ways in which 21st-century educators can strengthen connections between the curriculum for their courses and diverse human experiences of living and learning.
We thank Sheri, artist and mother of a first-generation college graduate, for this issue’s cover photo.