MMU Scholar Bibliography
Antiracism Advoacy
Contributors: Cana Uluak Itchuaqiyaq, Natasha N. Jones, and Jennifer Sano-Franchini
Affiliation: Virginia Tech, Michigan State University, and West Virginia University
Email: cana@vt.edu
Released: 8 August 2023
Published: Issue 28.1 (August 2023)
DOI: 10.7940/M3MMUBIBLIOGRAPHY
Updated: 13 August 2023
This bibliography is a listing of texts with at least one author who has identified as multiply marginalized and underrepresented (MMU). To view/download an updated MMU scholar database, check out the MMU Scholars List.
If you are an MMU scholar, you may add/remove/update your citations in this bibliography by filling out this Google Form.
You can also check out the CCCC Asian/Asian American Caucus bibliography, Dr. Cruz Medina's NCTE CCCC Latinx Caucus bibliography, the CCCC Queer Caucus bibliography, and Andrew Hollinger's Alternative Texts and Critical Citations for Anti-Racist Pedagogies bibliography.
To Cite This Listing
Itchuaqiyaq, Cana U., Jones, Natasha N., & Sano-Franchini, Jennifer. (2023, August 13). MMU scholar bibliography. Kairos: A Journal of Rhetoric, Technology, and Pedagogy. https://doi.org/10.7940/M3MMUBIBLIOGRAPHY
This bibliography was originally created from MMU list published in Rebecca Walton, Kristen R. Moore, and Natasha N. Jones's 2019 book, Technical Communication After the Social Justice Turn: Building Coalitions for Action (pp. 169–171), as well as other sources.
Cana Uluak Itchuaqiyaq, Natasha N. Jones, and Jennifer Sano-Franchini serve as the MMU Database Advisory Board.
MMU Bibliography
Acharya, Keshab R. (2018). Usability for user empowerment: Promoting social justice and human rights through localized UX design. SIGDOC ’18: Proceedings of the 36th ACM International Conference on the Design of Communication. 1–7. https://doi.org/10.1145/3233756.3233960
Agboka, Godwin. (2012). Liberating intercultural technical communication from “large culture” ideologies: Constructing culture discursively. Journal of Technical Writing and Communication, 42(2), 159–181. https://doi.org/10.2190/tw.42.2.e
Agboka, Godwin Y. (2013a). Participatory localization: A social justice approach to navigating unenfranchised/disenfranchised cultural sites. Technical Communication Quarterly, 22(1), 28–49. https://doi.org/10.1080/10572252.2013.730966
Agboka, Godwin Y. (2013b). Thinking about social justice: Interrogating the international in international technical communication discourse. ''Connexions#343a40:: International Professional Communication Journal//connexionsj.files.wordpress.com/2013/05/agboka1.pdf]
Agboka, Godwin Y. (2014). Decolonial methodologies: Social justice perspectives in intercultural technical communication research. Journal of Technical Writing and Communication, 44(3), 297–327. https://doi.org/10.2190/TW.44.3.e
Agboka, Godwin Y. (2018). Indigenous contexts, new questions: Integrating human rights perspectives in technical communication. In Angela M. Haas & Michelle F. Eble (Eds.), Key theoretical frameworks: Teaching technical communication in the twenty-first century (pp. 114–137). Utah State University Press.
Agboka, Godwin Y., & Matveeva, Natalia (Eds.). (2018). Citizenship and advocacy in technical communication: Scholarly and pedagogical perspectives. Routledge.
Alexander, Phill. (2017). KNOWing how to play: Gamer knowledges and knowledge acquisition. Computers and Composition, 44, 1–12. https://doi.org/10.1016/j.compcom.2017.03.004
Alexander, Phill, Chabot, Karissa, Cox, Matt, DeVoss, Dànielle Nicole, Gerber, Barb, Perryman-Clark, Staci, Platt, Julie, Johnson Sackey, Donnie, & Wendt, Mary. (2012). Teaching with technology: Remediating the teaching philosophy statement. Computers and Composition, 29(1), 23–38. https://doi.org/10.1016/j.compcom.2011.12.002
Álvarez, Erin, Hayes, Rebecca, & Cooley, Suban Nur. (2017). Editor’s note: We need to change in order to hear more voices. Fourth Genre: Explorations in Nonfiction, 18(2), v–xii. https://doi.org/10.14321/fourthgenre.18.2.0238
Alvarez, Sara P., Baumann, Michael, Day, Michelle, Echols, Khirsten L., Gordon, Layne M. P., Kumari, Ashanka, Matravers, Laura Sceniak, Newman, Jessica, Nichols, Amy McCleese, Ray, Caitlin E., Udelson, Jon, Wysocki, Rick, & DeVoss, Dànielle Nicole. (2017). On multimodal composing. Kairos: A Journal of Rhetoric, Technology, and Pedagogy, 21(2). Retrieved June 30, 2023, from http://kairos.technorhetoric.net/21.2/praxis/devoss-et-al/index
Arellano-López, Sonia, & Petras, James F. (1994). Non-governmental organizations and poverty alleviation in Bolivia. Development and Change, 25(3), 555–568. https://doi.org/10.1111/j.1467-7660.1994.tb00526.x
Arola, Kristin L. (2011). Listening to see: A feminist approach to design literacy. Journal of Literacy and Technology, 12(1), 65–106. Retrieved June 30, 2023, from http://www.literacyandtechnology.org/uploads/1/3/6/8/136889/jlt_v12_1_arola.pdf
Barnard, Ian, Greco, Sophia, Jennings, Montéz, Rallin, Aniel, & Rivera, Nora K. (2023). Remembering bell hooks: Teaching/learning/thinking/writing in desperate times [blog]. Composition Studies FEN Blog. Serialized throughout July 2023. https://compstudiesjournal.com/2023/07/10/remembering-bell-hooks-teaching-learning-th inking-writing-in-desperate-times/.
Barrett-Fox, Jason, & Clegg, Geoffrey. (2018). Beyond hearts and minds: Posthumanism, kairos, and technical communication in US Army Field Manual 3-24, Counterinsurgency. In Kristen R. Moore & Daniel P. Richards (Eds.), Posthuman praxis in technical communication (pp. 235–254). Routledge.
Bergstrom-Lynch, Yolanda. (2019). LibGuides by design: Using instructional design principles and user-centered studies to develop best practices. Public Services Quarterly, 15(3),205–223. https://doi.org/10.1080/15228959.2019.1632245
Bergstrom-Lynch, Yolanda, Mahoney, Mary, & Thomas, Joelle. (2022). Doing away with the “curricular black box”: Empowering students as OER creators to challenge information privilege. In Mary Ann Cullen & Elizabeth Dill (Eds.), Intersections of open educational resources and information literacy (pp. 237–264). Association of College & Research Libraries.
Cadman, Dana, Mundy, Robert & Manivannan, Vyshali. (2022). Interdisciplinary writing instructors teach autoethnographic creativity and social consciousness. In Joshua Daniel, (Ed.), Who Teaches Writing. Oklahoma State University OER.
Canagarajah, Suresh. (2013). Literacy as translingual practice: Between communities and classrooms. Routledge.
Carter, Joyce Locke. (2013). Texas Tech University’s online PhD in technical communication and rhetoric. Programmatic Perspectives, 5(2), 243–268. Retrieved June 30, 2023, from https://cptsc.org/wp-content/uploads/2018/04/vol5-2.pdf
Carter, Joyce Locke. (2016). 2016 CCCC Chair’s address: Making, disrupting, innovating. College Composition and Communication, 68(2), 378–408.
Castellanos García, Abigail, Gonzales, Laura, Kleinert, Cristina V., López Sarabia, Tomás, Matías Juan, Edith, Morales-Good, Mónica, & Rivera, Nora K. (2022). Indigenous language interpreters and translators: Toward the full enactment of all Language rights/Intérpretes y traductores de lenguas indígenas. intermezzo-enculturation. http://intermezzo.enculturation.net/16-gonzales-et-al.htm
Chesley, Amelia, Parupudi, Tejasvi, Holtan, Aidan, Farrington, Shawn, Eden, Christi, Baniya, Sweta, Mentzer, Nathan, & Laux, Dawn. (2018). Interdisciplinary pedagogy, integrated curriculum, and professional development. ASEE IL-IN Section Conference. Retrieved June 30, 2023, from https://docs.lib.purdue.edu/aseeil-insectionconference/2018/pedagogy/4/
Cobos, Casie, Ríos, Gabriela Raquel, Johnson Sackey, Donnie, Sano-Franchini, Jennifer, & Haas, Angela M. (2018). Interfacing cultural rhetorics: A history and a call. Rhetoric Review, 37(2), 139–154. https://doi.org/10.1080/07350198.2018.1424470
Colton, Jared S., Holmes, Steve, & Walwema, Josephine. (2017). From NoobGuides to #OpKKK: Ethics of Anonymous’ tactical technical communication. Technical Communication Quarterly, 26(1), 59–75. https://doi.org/10.1080/10572252.2016.1257743
Cooke, Laquana. (2016). Metatuning: A pedagogical framework for a generative STEM education in game design-based learning. 2016 IEEE Integrated STEM Education Conference. 207–214. https://doi.org/10.1109/ISECon.2016.7457534
Cox, Matthew. (2018). Shifting grounds as the new status quo: Examining queer theoretical approaches to diversity and taxonomy in the technical communication classroom. In Angela M. Haas & Michelle F. Eble (Eds.), Key theoretical frameworks: Teaching technical communication in the twenty-first century (pp. 287–303). Utah State University Press.
Cox, Matthew B. (2019). Working closets: Mapping queer professional discourses and why professional communication studies need queer rhetorics. Journal of Business and Technical Communication, 33(1), 1–25. https://doi.org/10.1177/1050651918798691
Cox, Matthew B., & Faris, Michael J. (2015). An annotated bibliography of LGBTQ rhetorics. Present Tense: A Journal of Rhetoric in Society, 4(2). Retrieved June 30, 2023, from http://www.presenttensejournal.org/volume-4/an-annotated-bibliography-of-lgbtq-rhetorics/
Del Hierro, Marcos. (2016). “By the time I get to Arizona”: Hip hop responses to Arizona SB 1070. In Jeff Berglund, Jan Johnson, & Kimberli Lee (Eds.), Indigenous pop: Native American music from jazz to hip hop (pp. 224–236). University of Arizona Press.
Del Hierro, Marcos. (2018). Stayin’ on our grind: What hiphop pedagogies offer to technical writing. In Angela M. Haas & Michelle F. Eble (Eds.), Key theoretical frameworks: Teaching technical communication in the twenty-first century (pp. 163–184). Utah State University Press.
Del Hierro, Victor. (2019). DJs, playlists, and community: Imagining communication design through hip hop. Communication Design Quarterly, 7(2), 28–39. https://doi.org/10.1145/3358931.3358936
Del Hierro, Victor, Levy, Daisy, & Price, Margaret. (2016). We are here: Negotiating difference and alliance in spaces of cultural rhetorics. ''Enculturation#343a40:: A Journal of Rhetoric, Writing, and Culture//enculturation.net/we-are-here]
Diab, Kefaya. (2016). Delivery & multimedia composition: Re-claiming agency in digital media for advocacy and social change. In Mais Al-Kateeb et al. (Eds.), Paideia 16: Research, writing, and argument in English 111 at New Mexico State University (pp. 115–140). Hayden-McNeil.
Ding, Huiling. (2019). Development of technical communication in China: Program building and field convergence. Technical Communication Quarterly, 28(3), 223–237. https://doi.org/10.1080/10572252.2018.1551576
Ding, Huiling, & Kong, Yeqing. (2019). Constructing artificial intelligence in the U.S. and China: A cross-cultural, corpus-assisted study. China Media Research, 15(1), 93–105.
Dorpenyo, Isidore Kafui. (2019). Risky election, vulnerable technology: Localizing biometric use in elections for the sake of justice. Technical Communication Quarterly, 28(4), 361–375. https://doi.org/10.1080/10572252.2019.1610502
Drazan, John F., Cooke, Laquana, & Eglash, Ron. (2016). Harmonious integration: Tuning STEM education with generative justice. In ISEC 2016: Proceedings of the 6th IEEE Integrated STEM Education Conference (ISEC) (pp. 58–64). https://doi.org/10.1109/ISECon.2016.7457555
Durá, Lucía, & Singhal, Arvind. (2009). Utilizing a positive deviance approach to reduce girls’ trafficking in Indonesia: Asset-based communicative acts that make a difference. Journal of Creative Communications, 4(1), 1–17. https://doi.org/10.1177/097325861000400101
Durá, Lucia, Singhal, Arvind, & Elias, Eliana. (2013). Minga Perú’s strategy for social change in the Perúvian Amazon: A rhetorical model for participatory, intercultural practice to advance human rights. Journal of Rhetoric, Professional Communication, and Globalization, 4(1). Retrieved June 30, 2023, from https://docs.lib.purdue.edu/rpcg/vol4/iss1/3
Dutta, Uttaran, & Das, Swayang. (2015). The digital divide at the margins: Co-designing information solutions to address the needs of indigenous populations of rural India. Communication Design Quarterly, 4(1), 36–48. https://doi.org/10.1145/2875501.2875504
Edenfield, Avery C. (2018). The burden of ambiguity: Writing at a cooperative. Technical Communication, 65(1), 31–45.
Edenfield, Avery C. (2019). Queering consent: Design and sexual consent messaging. Communication Design Quarterly, 7(2), 50–63. https://doi.org/10.1145/3358931.3358938
Edenfield, Avery C., Holmes, Steve & Colton, Jared S. (2019). Queering tactical technical communication: DIY HRT. Technical Communication Quarterly, 28(3), 177–191. https://doi.org/10.1080/10572252.2019.1607906
Edwards, Jessica. (2018a). Inclusive practices in the technical communication classroom. In Godwin Y. Agboka & Natalia Matveeva (Eds.), Citizenship and advocacy in technical communication: Scholarly and pedagogical perspectives (pp. 201–222). Routledge.
Edwards, Jessica. (2018b). Race and the workplace: Toward a critically conscious pedagogy. In Angela M. Haas & Michelle F. Eble (Eds.), Key theoretical frameworks: Teaching technical communication in the twenty-first century (pp. 268–286). Utah State University Press.
Fain, Herbert, & Fain, Kimberly. (2012). Socio-economic status and legal factors affecting African American fathers. Buffalo Journal of Gender, Law & Social Policy, 21(1), 1–44. Retrieved June 30, 2023, from https://digitalcommons.law.buffalo.edu/bjglsp/vol21/iss1/2
Frost, Erin A., & Haas, Angela M. (2017). Seeing and knowing the womb: A technofeminist reframing of fetal ultrasound toward a decolonization of our bodies. Computers and Composition, 43, 88–105. https://doi.org/10.1016/j.compcom.2016.11.004
Gerdes, Kendall. (2019). Trauma, trigger warnings, and the rhetoric of sensitivity. Rhetoric Society Quarterly, 49(1), 3–24. https://doi.org/10.1080/02773945.2018.1479767
Gonzales, Laura. (2018). Sites of translation: What multilinguals can teach us about digital writing and rhetoric. University of Michigan Press. https://doi.org/10.3998/mpub.9952377
Gu, Baotong, & Yu, Meng. (2016). East meets West on flat design: Convergence and divergence in Chinese and American user interface design. Technical Communication, 63(3), 231–247.
Haas, Angela M. (2012). Race, rhetoric, and technology: A case study of decolonial technical communication theory, methodology, and pedagogy. Journal of Business and Technical Communication, 26(3), 277–310. https://doi.org/10.1177/1050651912439539
Haas, Angela M. & Eble, Michelle F. (Eds.). (2018). Key theoretical frameworks: Teaching technical communication in the twenty-first century. Utah State University Press.
Hendrickson, Brian, & Garcia de Mueller, Genevieve. (2016). Inviting students to determine for themselves what it means to write across the disciplines. WAC Journal, 27, 74–93. https://doi.org/10.37514/WAC-J.2016.27.1.05
Hidalgo, Alexandra, & Leon, Kendall. (2012). Rhetoric, multimedia technology, and the service-learning classroom. Interdisciplinary Humanities, 29(3), 41–55.
Hitt, Allison. (2012). Access for all: The role of dis/ability in multiliteracy centers. Praxis: A Writing Center Journal, 9(2), 1–7. Retrieved June 30, 2023, from http://www.praxisuwc.com/hitt-92
hooks, bell. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.
Horner, Bruce, Faver Hartline, Megan, Kumari, Ashanka, & Sceniak Matravers, Laura (Eds.). (2021). Mobility work in composition: Translation, migration, transformation. Utah State University Press.
Hutchinson, Les, & Novotny, Maria. (2018). Teaching a critical digital literacy of wearables: A feminist surveillance as care pedagogy. Computers and Composition, 50, 105–120. https://doi.org/10.1016/j.compcom.2018.07.006
Hutter, Liz, & Lawrence, Halcyon M. (2018). Promoting inclusive and accessible design in usability testing: A teaching case with users who are deaf. Communication Design Quarterly, 6(2), 21–30. https://doi.org/10.1145/3282665.3282668
Inoue, Asao B. (2009). The technology of writing assessment and racial validity. In Christopher S. Schreiner (Ed.), Handbook of research on assessment technologies, methods, and applications in higher education (pp. 97–120). IGI Global.
Inoue, Asao B., & Poe, Mya (Eds.). (2012). Race and writing assessment. Peter Lang.
Itchuaqiyaq, Cana Uluak. (2021). Iñupiat Iḷitqusiat: An indigenist ethics approach for working with marginalized knowledges in technical communication. In Rebecca Walton & Godwin Y. Agboka (Eds.), Equipping technical communicators for social justice work: Theories, methodologies, and pedagogies (pp. 33–48). Utah State University Press.
Itchuaqiyaq, Cana Uluak. (2022). The woman who tricked the machine: Challenging the neutrality of defaults and building coalitions for marginalized scholars. In Michael J. Faris & Steven Holmes (Eds.), Re-programmable rhetoric: Critical making theories and methods in digital rhetoric and composition (pp. 75-91). Utah State University Press.
Itchuaqiyaq, Cana Uluak. (2023). When the sound is frozen: Extracting climate data from Inuit narratives. In Sean Williams (Ed.), Technical Communication for Environmental Action (pp. 19-38). SUNY Press.
Itchuaqiyaq, Cana Uluak, & Frith, Jordan. (2022). Citational practices as a site of resistance and radical pedagogy: Positioning the Multiply Marginalized and Underrepresented (MMU) Scholar database as an infrastructural intervention. Communication Design Quarterly, 10(3), 10-19.
Itchuaqiyaq, Cana Uluak, & Matheson, Breeanne. (2021a). Decolonial dinners: Ethical considerations of “decolonial” metaphors in TPC. Technical Communication Quarterly, 30(3), 298–310. https://doi.org/10.1080/10572252.2021.1930180
Itchuaqiyaq, Cana Uluak, & Matheson, Breeanne. (2021b). Decolonizing decoloniality: Considering the (mis)use of decolonial frameworks in TPC scholarship. Communication Design Quarterly, 9(1), 20–31. https://doi.org/10.1145/3437000.3437002
Itchuaqiyaq, Cana Uluak, Edenfield, Avery C., & Grant-Davie, Keith. (2022). Sex work and professional risk communication: Keeping safe on the streets. Journal of Business and Technical Communication, 36(1), 1-37. https://doi.org/10.1177/10506519211044190
Itchuaqiyaq, Cana Uluak, Gottschalk Druschke, Caroline, Cagle, Lauren, & Bloom-Pojar, Rachel. (2023). To community with care: Enacting positive barriers to access as good relations. Community Literacy Journal, 17(1), pp. 94-116.
Itchuaqiyaq, Cana Uluak, Lindgren, Chris, & Kramer, Corina Q. (forthcoming, 2023). Decolonizing community-engaged research: Designing partnerships with cultural humility and community-serving engagement. Communication Design Quarterly.
Itchuaqiyaq, Cana Uluak, Ranade, Nupoor, & Walton, Rebecca. (2021). Theory to Query: Developing a corpus-analysis method using computer programming and human analysis. Technical Communication 68(3), 7-28.
Itchuaqiyaq, Cana Uluak, Walton, Rebecca. (2021). Reviewer as activist: Understanding academic review through conocimiento. Rhetoric Review, (40)4, 378-394. https://doi.org/10.1080/07350198.2021.1963040 (Winner 2023 CCCC Technical and Scientific Communication Award in the category of Best Article on Philosophy or Theory of Technical or Scientific Communication)
Jeyaraj, Joseph. (2004). Liminality and othering: The issue of rhetorical authority in technical discourse. Journal of Business and Technical Communication, 18(1), 9–38. https://doi.org/10.1177/1050651903257958
Jones, Natasha N. (2016a). Found things: Genre, narrative, and identification in a networked activist organization. Technical Communication Quarterly, 25(4), 298–318. https://doi.org/10.1080/10572252.2016.1228790
Jones, Natasha N. (2016b). Narrative inquiry in human-centered design: Examining silence and voice to promote social justice in design scenarios. Journal of Technical Writing and Communication, 46(4), 471–492. https://doi.org/10.1177/0047281616653489
Jones, Natasha N. (2016c). The technical communicator as advocate: Integrating a social justice approach in technical communication. Journal of Technical Writing and Communication, 46(3), 342–361. https://doi.org/10.1177/0047281616639472
Jones, Natasha N., Moore, Kristen R., & Walton, Rebecca. (2016). Disrupting the past to disrupt the future: An antenarrative of technical communication. Technical Communication Quarterly, 25(4), 211–229. https://doi.org/10.1080/10572252.2016.1224655
Jones, Natasha N., Savage, Gerald, & Yu, Han. (2014). Tracking our progress: Diversity in technical and professional communication programs. Programmatic Perspectives, 6(1), 132–152. Retrieved June 30, 2023, from https://cptsc.org/wp-content/uploads/2018/04/vol6-1.pdf
Jones, Natasha N., & Walton, Rebecca. (2018). Using narratives to foster critical thinking about diversity and social justice. In Angela M. Haas & Michelle F. Eble (Eds.), Key theoretical frameworks: Teaching technical communication in the twenty-first century (pp. 241–267). Utah State University Press.
Jones, Natasha N., & Williams, Miriam F. (2018). Technologies of disenfranchisement: Literacy tests and Black voters in the US from 1890 to 1965. Technical Communication, 65(4), 371–386.
Kelenyi, Gabrielle Isabel. (2023). (Re)visioning WPA-GO: Finding WPA readiness as a graduate student leader. In Joseph Janangelo and Mark Blaauw-Hara (Eds.), Understanding WPA readiness and renewal (pp. 15-24). Peter Lang.
Kelenyi, Gabrielle Isabel. (2020). Review of Reclaiming community: Race and the uncertain future of youth work by B. J. Baldridge. Urban Education. https://doi.org/10.1177/0042085920971366
Kelenyi, Gabrielle Isabel. (2021). For the love of writing: Writing as a form of (self-) love. Writers: Craft & Context 2(1), 16-24. https://doi.org/10.15763/issn.2688-9595.2021.2.1.16-24
Kelenyi, Gabrielle Isabel. (2023). Hitting pause on productivity: Finding mindful labor in quarantine. In Julie Lindquist, Bree Straayer, & Bump Halbritter (Eds.), Recollections from an uncommon time: 4C20 documentarian tales (pp. 217-224). CCCC/WAC Clearinghouse. https://wac.colostate.edu/docs/books/documentarian/tales.pdf
Kelenyi, Gabrielle Isabel. (forthcoming). Participatory pedagogies: An approach to meeting the needs and elevating the desires of adult undergraduate writers. Outside-The-Box: Short Papers, Big Ideas. Community Literacies Collaboratory.
Kelenyi, Gabrielle Isabel. (forthcoming) Review of Counterstory: The Rhetoric and Writing of Critical Race Theory by Aja Martinez. Journal of Teaching Writing.
Kelenyi, Gabrielle, Luangpipat, Nattaporn & Vieira, Kate. (2020). The peacebuilding potential of literacy. College English 82(4), 410-420.
Kennedy, Krista. (2016). Textual curation. Computers and Composition, 40, 175–189. https://doi.org/10.1016/j.compcom.2016.03.005
Kerschbaum, Stephanie L. (2014). On rhetorical agency and disclosing disability in academic writing. Rhetoric Review, 33(1), 55–71. https://doi.org/10.1080/07350198.2014.856730
Kim, Loel, Young, Amanda J., Neimeyer, Robert A., Baker, Justin N., & Barfield, Raymond C. (2008). Keeping users at the center: Developing a multimedia interface for informed consent. Technical Communication Quarterly, 17(3), 335–357. https://doi.org/10.1080/07350198.2014.856730
King, Lisa, Gubele, Rose, & Anderson, Joyce Rain. (Eds.). (2015). Survivance, sovereignty, and story: Teaching American Indian rhetorics. Utah State University Press.
Knight, Aimée, Rife, Martine Courant, Alexander, Phill, Loncharich, Les, & DeVoss, Dànielle Nicole. (2009). About face: Mapping our institutional presence. Computers and Composition, 26(3), 190–202. https://doi.org/10.1016/j.compcom.2009.05.003
Konrad, Annika. (2018). Reimagining work: Normative commonplaces and their effects on accessibility in workplaces. Business and Professional Communication Quarterly, 81(1), 123–141. https://doi.org/10.1177/2329490617752577
Kumari, Ashanka. (2016). “Yoü and I”: Identity and the performance of self in Lady Gaga and Beyoncé. The Journal of Popular Culture, 49(2), 403–416. https://doi.org/10.1111/jpcu.12405
Kumari, Ashanka. (2019a). Desi girl gets a PhD: Brokering the American education system with cultural expectations. In Letizia Guglielmo & Sergio C. Figueiredo (Eds.), Immigrant scholars in rhetoric, composition, and communication: Memoirs of a first-generation (pp. 57–78). National Council of Teachers of English.
Kumari, Ashanka. (2019b). Start with what you know. In John R. Gallagher & Dànielle Nicole Devoss (Eds.), Explanation points: Publishing in rhetoric and composition (pp. 38–40). Utah State University Press.
Kumari, Ashanka. (2020). Community engagement for the graduate student soul: Ruminations on reflections. Reflections: A Journal of Community-Engaged Writing and Rhetoric, 20(1), 122–131. Retrieved June 30, 2023, from https://reflectionsjournal.net/wp-content/uploads/2020/09/V20.N1.Kumari.pdf
Kumari, Ashanka. (2021). Mobility through everyday things. In Bruce Horner, Megan Faver Hartline, Ashanka Kumari & Laura Sceniak Matravers (Eds.), Mobility work in composition: Translation, migration, transformation (pp. 195–200). Utah State University Press.
Kumari, Ashanka, Baniya, Sweta, & Larson, Kyle. (2020). The necessity of genre disruption in organizing an advocacy space for and by graduate students. Xchanges: An Interdisciplinary Journal of Technical Communication, Rhetoric, and Writing Across the Curriculum, 15(1). 1–8. Retrieved June 30, 2023, from https://xchanges.org/the-necessity-of-genre-disruption-15-1
Kumari, Ashanka, & Thielen, Brita M. (2020). Engaging identities, cultivating compassion, modeling vulnerability: Practical applications for discussing privilege in the composition classroom. Composition Studies, 48(3), 70–82. Retrieved June 30, 2023, from https://compstudiesjournal.com/current-issue-fall-2020-48-3/
Lawrence, Halcyon M. (2008). Beyond binary: Technical communication skills and the knowledge student. 2008 IEEE International Professional Communication Conference (pp. 1–6). Institute of Electrical and Electronics Engineers. https://doi.org/10.1109/IPCC.2008.4610214
Ledbetter, Lehua. (2012). The CDA app: Conceptualizing a digital/cultural intervention in critical research practices. 2012 IEEE International Professional Communication Conference (pp. 1–4). https://doi.org/10.1109/IPCC.2012.6408591
Legg, Emily, & Sullivan, Patricia. (2018). Storytelling as a balancing practice in the study of posthuman praxis. In Kristen R. Moore & Daniel P. Richards (Eds.), Posthuman praxis in technical communication (pp. 21–45). Routledge. http://dx.doi.org/10.4324/9781351203074-2
Leon, Kendall, & Pigg, Stacey. (2016). Conocimiento as a path to ethos: Gloria Anzaldúa’s networked rhetoric. In Kathleen J. Ryan, Nancy Myers & Rebecca Jones (Eds.), Rethinking ethos: A feminist ecological approach to rhetoric (pp. 257–278). Southern Illinois University Press.
Li, Li. (2020). Visualizing Chinese immigrants in the U.S. Statistical Atlases: A case study in charting and mapping the other(s). Technical Communication Quarterly, 29(1), 1–17. https://doi.org/10.1080/10572252.2019.1690695
Li, Xiaoli. (2011). A genre in the making—A grounded theory explanation of the cultural factors in current resume writing in China. IEEE Transactions on Professional Communication, 54(3), 263–278. https://doi.org/10.1109/TPC.2011.2163354
Liu, Bing, Li, Xiaoli, Lee, Wee Sun, & Yu, Philip S. (2004). Text classification by labeling words. AAAI'04: Proceedings of the 19th National Conference on Artificial Intelligence (pp. 425–430). https://dl.acm.org/doi/10.5555/1597148.1597218
Makhubela, Malose. (2018). “Decolonise, don’t diversify”: Discounting diversity in the South African academe as a tool for ideological pacification. Education as Change, 22(1), 1–22. https://doi.org/10.25159/1947-9417/2965
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