White supremacy

Academic Handwriting, Part 1 of 3

Liv Marken, Rebekah Bennetch, and Brian Hotson are authoring three pieces on handwriting in academic writing. We’re beginning with Liv’s piece, which is in two parts. Here’s part one.
– CWCR/RCCR Editor

Vol. 4, No. 3 (Summer 2023)

Liv Marken, Contributing Editor, CWCR/RCCR

When post-secondary institutions resumed in-person classes this year, many instructors and programs brought back handwritten, in-person, timed, and invigilated examinations (Hoyle, 2023; McLoughlin, 2023). This return to tradition was partly spurred by anxieties around the increase in student cheating during the remote phase of the pandemic (Bilen, Matros & Matros, 2021; Eaton, et al., 2023; Lancaster & Cortolan, 2023; Noorbehbahani, Mohammadi, & Aminazadeh 2022; Peters, 2023, Reed, 2023). Then, with OpenAI’s November 30, 2022 release of the artificial intelligence text generator, ChatGPT, anxieties about cheating escalated rapidly (Heidt, 2023). The AI language model’s ability to quickly generate natural-sounding text (in addition to its abilities in language tasks such as translation, summarization, and question answering) were exciting but also alarming (Cotton, Cotton, & Shipway, 2023; Susnjak, 2022), Since its release, ChatGPT’s steady improvement, as well as the proliferation of similar AI writing tools, have led to newly intensified anxieties around maintaining academic integrity (Cotton, Cotton, & Shipway, 2023; Susnjak, 2022). AI detectors, which may seem like a silver bullet to prevent and catch plagiarism, have been shown to make false accusations (Drapkin, 2023) and show bias against non-native English speakers (Liang et al., 2023). OpenAI found that their own detection tool, AI Classifier, was just not effective at catching cheating, leading the company to “quietly” shut it down (Nelson, 2023): “As of July 20, 2023, the AI classifier is no longer available due to its low rate of accuracy” (OpenAI, 2023). With pandemic and generative AI cheating concerns, and no easy solutions, post-secondary institutions are in is a race against the clock to redesign assessment before the fall semester (Fowler, 2023; Heidt, 2023; Hubbard, 2023). Continue reading “The Pandemic, GenAI, & the Return to Handwritten, In-Person, Timed, and Invigilated Exams: Causes, Context, and the Perpetuation of Ableism (Part 1 of 2)” →

Vol. 3, No. 5 (Spring 2022)
Brian Hotson,
Editor, CWCR/RCCR

I recently interviewed with Casey Wong who is the keynote speaker for the 2022 CWCA/ACCR conference. Wong (he/him) is currently an Assistant Professor of Social Foundations of Education in the Department of Educational Policy Studies at Georgia State University. He is co-editing a forthcoming book, Freedom Moves: Hip Hop Knowledges, Pedagogies, and Futures?, with H. Samy Alim and Jeff Chang.

Thank you for taking the time for to speak with me.

Wong: Thank you! I’m excited about entering into community with you and the CWCA/ACCR attendees.

First off, I’m interested in how you got to where you are now. What was your path to your PhD and UCLA?

Wong: I love this question, and I imagine I could begin academically, but I might start with my upbringing. When I’m thinking about the power of language and rhetorics, I think about all I witnessed growing up in communities in Southern California that were some of the poorest by size in the country. I saw a variety of literacies spraypainted across train cars that actively passed through one of my central places of upbringing, Colton, California. I consider how I grew up among interconnected and overlapping peoples from the African/Black, Latinx, Asian, and Pacific Islander diasporas. I consider how local Native peoples were actively involved in my elementary school in San Bernardino, California. I think about how White supremacy often found its way into the voices and lives of my poor and working-class White peers, but how often there were deep co-conspiracies and solidarities that went unnoticed. With so many peoples, from so many places, it made having access to multiple varieties of language a deep advantage, and their value, and beauty–even as Dominant American English was widely seen as the ideological norm in very oppressive ways. I saw this personally as my Cantonese father secretly refused to let us know he spoke Cantonese, nor let us learn–something myself, my brother and sister would not find out until he passed away while we were in high school. Continue reading “Colonial outposts in the 36th chamber: Hip hop pedagogies and writing centres” →