Folio 46r from Codex Telleriano-Remensis was created in the sixteenth century under the supervision of Spanish missionaries in central Mexico. As an artifact of seismic cultural and political shifts, the manuscript painting is a singular document of indigenous response to Spanish conquest. Examining the ways in which the folio's tlacuilo (indigenous painter/writer) creates a pictorial vocabulary, this book embraces the place "outside" history from which this rich document emerged.

Applying contemporary intellectual perspectives, including aspects of gender, modernity, nation, and visual representation itself, José Rabasa reveals new perspectives on colonial order. Folio 46r becomes a metaphor for reading the totality of the codex and for reflecting on the postcolonial theoretical issues now brought to bear on the past. Ambitious and innovative (such as the invention of the concepts of elsewheres and ethnosuicide, and the emphasis on intuition), Tell Me the Story of How I Conquered You embraces the performative force of the native scribe while acknowledging the ineffable traits of 46r—traits that remain untenably foreign to the modern excavator/scholar. Posing provocative questions about the unspoken dialogues between evangelizing friars and their spiritual conquests, this book offers a theoretic-political experiment on the possibility of learning from the tlacuilo ways of seeing the world that dislocate the predominance of the West.

Emotional labor is not adequately talked about or addressed by writing program administrators. The Things We Carry makes this often-invisible labor visible, demonstrates a variety of practical strategies to navigate it reflectively, and opens a path for further research. Particularly timely, this collection considers how writing program administrators work when their schools or regions experience crisis situations.
 
The book is broken into three sections: one emphasizing the WPA’s own work identity, one on fostering community in writing programs, and one on balancing the professional and personal. Chapters written by a diverse range of authors in different institutional and WPA contexts examine the roles of WPAs in traumatic events, such as mass shootings and natural disasters, as well as the emotional labor WPAs perform on a daily basis, such as working with students who have been sexually assaulted or endured racist, sexist, homophobic, and otherwise disenfranchising interactions on campus. The central thread in this collection focuses on “preserving” by acknowledging that emotions are neither good nor bad and that they must be continually reflected upon as WPAs consider what to do with emotional labor and how to respond. Ultimately, this book argues for more visibility of the emotional labor WPAs perform and for WPAs to care for themselves even as they care for others.
 
The Things We Carry extends conversations about WPA emotional labor and offers concrete and useful strategies for administrators working in both a large range of traumatic events as well as daily situations that require tactical work to preserve their sense of self and balance. It will be invaluable to writing program administrators specifically and of interest to other types of administrators as well as scholars in rhetoric and composition who are interested in emotion more broadly.
 

Realizing Diversity and Inclusion in Archives and the Archival Profession The impulse to create archives is rooted in the very human need to leave one’s mark on the world. Whether through letters, diaries, reports, photographs, films, or a teenager’s simple need to scrawl “I was here” on a subway wall, there’s a deep desire in individuals to tell their stories, to be seen literally and figuratively in archives. With this desire also comes the need to ensure that archives are as diverse as the world we live in and to preserve the individuals and cultures that have been consciously or unconsciously underserved in the archives. Through the Archival Looking Glass: A Reader on Diversity and Inclusion, edited by Mary A. Caldera and Kathryn M. Neal, features ten essays that explore prominent themes related to diversity, including: • Creating a diverse record • Recruiting diversity to the profession and retaining a diverse workforce • Questioning the archive itself, on representation, authority, neutrality, objectivity, and power Through the Archival Looking Glass illustrates a multitude of perspectives and issues so that fresh voices can emerge alongside more familiar ones, and new concepts can be examined with new treatments of established ideas. Diversity is an ever-evolving concept; the term itself is increasingly rephrased as inclusion. By stimulating further ideas and conversation, we can come closer to a common understanding of what diversity and inclusion are or can be and, perhaps most importantly, how they may be realized in archives and the archival profession.

Created in Tepechpan, a relatively minor Aztec city in Central Mexico, the Tira de Tepechpan records important events in the city's history from 1298 through 1596. Most of the history is presented pictographically. A line of indigenous year signs runs the length of the Tira, with images above the line depicting events in Tepechpan and images below the line recording events at Tenochtitlan, capital of the Aztec empire and later the seat of Spanish rule. Written annotations amplify some of the images.

In this volume, which includes color plates of the entire Tira, Lori Boornazian Diel investigates the motives behind the creation and modification of the Tira in the second half of the sixteenth century. She identifies the Tira's different contributors and reconciles their various histories by asking why these painters and annotators, working at different times, recorded the events that they did. Comparing the Tira to other painted histories from Central Mexico, Diel demonstrates that the main goal of the Tira was to establish the antiquity, autonomy, and prestige of Tepechpan among the Central Mexican city-states that vied for power and status in the preconquest and colonial worlds. Offering the unique point of view of a minor city with grand ambitions, this study of the Tira reveals imperial strategy from the grassroots up, showing how a subject city negotiated its position under Aztec and Spanish control.

The field of writing program administration has long been a space rich in metaphor. From plate-twirling to fire-extinguishing, parents to dungeon masters, and much more, the work of a WPA extends to horizons unknown. Responding to the constraints of austerity, Toward More Sustainable Metaphors of Writing Program Administration offers new lenses for established WPAs and provides aspiring and early career WPAs with a sense of the range of responsibilities and opportunities in their academic and professional spaces.
 
This volume presents twelve chapters that reclaim and revise established metaphors; offer new metaphors based on sustainable, relational, or emotional labor practices and phenomena; and reveal the improvisational, artisanal nature of WPA work. Chapters resonate across three sections. The first section focuses on organic relationships captured in phrases like “putting out fires” and "seeing forests for the trees” alongside unexpected comparisons to ground and light. The second describes institutional landscapes featuring generative juxtapositions such as the WPA as a labor activist or a mapper of emotional geography. And the third discusses performance crafts like improv comedy and artisanal making.
 
Toward More Sustainable Metaphors of Writing Program Administration offers new and revised ways of thinking and acting for WPAs, who are constantly negotiating the paradoxical demands of their work and continually striving to act ethically in conflicted, and even fraught, situations. It will inspire practicing, aspiring, and former WPAs working in a time of transformation by highlighting more sustainable ways of enacting WPA identity.
 
 
Contributors: Jacob Babb, John Belk, Katherine Daily O'Meara, Ryan J. Dippre, Douglas Hesse, Andrew Hollinger, Rona Kaufman, Cynthia D. Mwenja, Manny Piña, Scott Rogers, Robyn Tasaka, Alexis Teagarden, Christy I. Wenger, Lydia Wilkes

Globalization and doctoral education in the twenty-first century.

This book provides an evaluation of changes and reforms in doctoral education since 2000. Recent decades have seen an explosion in doctoral education worldwide, and the increased potential for diverse employment has generated greater interest. Recognizing the diversity of academic cultures and institutional systems worldwide, the book advocates for a core value system to overcome inequalities in access to doctoral education. The chapters focus on the structures and quality assurance models of doctoral education, supervision, and funding from an institutional and comparative perspective. The book examines capacity building in the era of globalization, global labor market developments for doctoral graduates, and the ethical challenges and political contestations that may manifest in the process of pursuing a PhD.

As teaching practices adapt to changing technologies, budgetary constraints, new student populations, and changing employment practices, writing programs remain full of people dedicated to helping students improve their writing. This edited volume offers strategies for implementing large- and small-scale changes in writing programs by focusing on transformations­—the institutional, programmatic, curricular, and labor practices that work together to shape our teaching and learning experiences of writing and rhetoric in higher education.
 
The collection includes chapters from multiple award-winning writing programs, including the recipients of the Two-Year College Association’s Outstanding Programs in English Award and the Conference on College Composition and Communication’s Writing Program Certificate of Excellence. These authors offer perspectives that demonstrate the deep work of transformation in writing programs and practices writ large, confirm the ways in which writing programs are connected to and situated within larger institutional and disciplinary contexts, and outline successful methods for navigating these contexts in order to transform the work.
 
In using the prism of transformation as the organizing principle for the collection, Transformations offers a range of strategies for adapting writing programs so that they meet the needs of students and teachers in service of creating equitable, ethical literacy instruction in a range of postsecondary contexts.
 
 Contributors: Leah Anderst, Cynthia Baer, Ruth Benander, Mwangi Alex Chege, Jaclyn Fiscus-Cannaday, Joanne Giordano, Rachel Hall Buck, Sarah Henderson Lee, Allison Hutchinson, Lynee Lewis Gaillet, Jennifer Maloy, Neil Meyer, Susan Miller-Cochran, Ruth Osorio, Lori Ostergaard, Shyam Pandey, Cassie Phillips, Brenda Refaei, Heather Robinson, Shelley Rodrigo, Julia Romberger, Tiffany Rousculp, Megan Schoen, Paulette Stevenson
 
 

America’s colleges and universities are the best in the world. They are also the most expensive. Tuition has risen faster than the rate of inflation for the past thirty years. There is no indication that this trend will abate.

Ronald G. Ehrenberg explores the causes of this tuition inflation, drawing on his many years as a teacher and researcher of the economics of higher education and as a senior administrator at Cornell University. Using incidents and examples from his own experience, he discusses a wide range of topics including endowment policies, admissions and financial aid policies, the funding of research, tenure and the end of mandatory retirement, information technology, libraries and distance learning, student housing, and intercollegiate athletics.

He shows that colleges and universities, having multiple, relatively independent constituencies, suffer from ineffective central control of their costs. And in a fascinating analysis of their response to the ratings published by magazines such as U.S. News & World Report, he shows how they engage in a dysfunctional competition for students.

In the short run, colleges and universities have little need to worry about rising tuitions, since the number of qualified students applying for entrance is rising even faster. But in the long run, it is not at all clear that the increases can be sustained. Ehrenberg concludes by proposing a set of policies to slow the institutions’ rising tuitions without damaging their quality.