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Racing Translingualism provides both theoretical and pedagogical reconsiderations of the translingual approach to language diversity by addressing the intersections of race and translingualism.
 
This collection extends the disciplinary conversations about translingualism by foregrounding the role race and racism play in the construction and maintenance of language differences. In doing so, the contributors examine the co-naturalization of race and language in order to theorize a race-conscious translingual praxis. The book begins by offering generative critiques of translingualism, centering on the ways in which the approach’s democratic orientation to language avoids issues of race, language, and power and appeals to colorblind racist tropes of equal opportunity. Following these critiques, contributors demonstrate the important intersections of race and translingualism by drawing upon voices typically marginalized by monolingual language ideologies and pedagogies. Finally, Racing Translingualism concludes by attending to the pedagogical implications of a race-conscious translingual praxis in writing and literacy education.
 
Making the case for race-conscious, rather than colorblind, theories and pedagogies, Racing Translingualism offers a unique take on how translingualism is theorized and practiced and moves the field forward through its direct consideration of the links between language, race, and racism.
 
Contributors: Lindsey Albracht, Steven Alvarez, Bethany Davila, Tom Do, Jaclyn Hilberg, Bruce Horner, Aja Martinez, Esther Milu, Stephanie Mosher, Yasmine Romero, Karen Rowan, Rachael Shapiro, Shawanda Stewart, Brian Stone, Victor Villanueva, Missy Watson

Laura Greenfield and Karen Rowan have created a rich resource for writing center tutors, administrators, and scholars. Motivated by a scholarly interest in race, literacy, and pedagogy, and by an ethical commitment to antiracism work, contributors address a series of related questions: How does institutionalized racism in American education shape the culture of literacy and language education in the writing center? How does racism operate in the discourses of writing center scholarship and lore, and in what ways are writing centers unwittingly complicit in racist practices? How can they meaningfully operationalize antiracist work? How do they persevere through the difficulty and messiness of negotiating race and racism in their daily practice?

The conscientious, nuanced attention to race in Writing Centers and the New Racism is meant to model what it means to be bold in engagement with these hard questions and to spur the kind of sustained, productive, multivocal, and challenging dialogue that, with a few important exceptions, has been absent from the field.