Under capitalism, every key we press, search we conduct, and prompt we write implicates us within a global web of exploitation that has created vast economic disparities. How, then, are we to understand and use technologies to write, think, argue, and teach about equitable futures for our world?

In response to this question, Anticapitalist Technology Design uses a political-economic frame to explore technology usage in writing programs as a site for equity work. Using an approach that combines classical Marxist ideas about political economy with contemporary advances in social justice theory, this book presents an intersectional approach to conducting anticapitalist work in rhetoric and composition around technology use.

Author Angela Glotfelter explores this work through the lens of anticapitalist technology design, a method that considers how inequitable ideologies are rhetorically encoded into new technologies and perpetuated through their usage. She applies this method to the case study of prototyping an equity dashboard for a first-year composition program, demonstrating the potential of anticapitalist technology design in practice.

Anticapitalist Technology Design brings together work from across the Marxist tradition, critical race theory, user experience, and transnational feminism, and will resonate with any one who want to navigate new technologies in economically and socially just ways.

Changing Conceptions, Changing Practices demonstrates that it is possible for groups of faculty members to change teaching and learning in radical ways across their programs, despite the current emphasis on efficiency and accountability. Relating the experiences of faculty from disciplines as diverse as art history, economics, psychology, and philosophy, this book offers a theory- and research-based heuristic for helping faculty transform their courses and programs, as well as practical examples of the heuristic in action.
 
The authors draw on the threshold concepts framework, research in writing studies, and theories of learning, leadership, and change to deftly explore why faculty are often stymied in their efforts to design meaningful curricula for deep learning and how carefully scaffolded professional development for faculty teams can help make such change possible. This book is a powerful demonstration of how faculty members can be empowered when professional development leaders draw on a range of scholarship that is not typically connected.
 
In today’s climate, courses, programs, and institutions are often assessed by and rewarded for proxy metrics that have little to do with learning, with grave consequences for students. The stakes have never been higher, particularly for public higher education. Faculty members need opportunities to work together using their own expertise and to enact meaningful learning opportunities for students. Professional developers have an important role to play in such change efforts.
 
WAC scholars and practitioners, leaders of professional development and centers for teaching excellence, program administrators and curriculum committees from all disciplines, and faculty innovators from many fields will find not only hope but also a blueprint for action in Changing Conceptions, Changing Practices.
 
Contributors: Juan Carlos Albarrán, José Amador, Annie Dell'Aria, Kate de Medeiros, Keith Fennen, Jordan A. Fenton, Carrie E. Hall, Elena Jackson Albarrán, Erik N. Jensen, Vrinda Kalia, Janice Kinghorn, Jennifer Kinney, Sheri Leafgren, Elaine Maimon, Elaine Miller, Gaile Pohlhaus Jr., Jennifer J. Quinn, Barbara J. Rose, Scott Sander, Brian D. Schultz, Ling Shao, L. James Smart, Pepper Stetler