As a scholar-practitioner, I am committed to unseating the power of a singular conception of English, and I approach advancing language justice as a core priority for writing center and program leaders. I have written about coalition as a rhetorical framework for advancing justice and as an administrative orientation to language justice. I plan to continue writing about and coalition as a practice of research and mentoring, particularly affecting change in local values around language and writing that disrupts the political power of white discursive practice. In this strand of work, I am concerned with questions of language ideology, language socialization, and power that comes to bear in writing centers and programs, and more specifically, the roles of administrators in coalitionally advancing education, assessment, programming, and accountability anchored in language justice.

 

• Pouncil, Floyd & Sanders, Nick. (2022). "The Work Before: A Coalitional Alliance Huerstic Toward Black Futures in Technical Communication, Technical Communication Quarterly 

• Augliar-Smith, Stephanie, Pouncil, Floyd, & Sanders, Nick (2022). "Departing a Better World: Language Justice in Staff Professional Development" The Peer Review

• Sanders, N., Pouncil, F., Pregent G., Smith T., Aguliar-Smith, S. (June 2023) Making Good on Our Promises to Language Justice: Spheres of Coalitional Possibilities across the Discipline. College Composition and Communication. Accepted with Revisions. 

 My interests in community literacies invite an interrogation of the ways universities must develop equitable and justice-forward partnerships outside their walls. Informed by my mentorship in community engagement in the Writing Center @ MSU, this thread of research engages the politics, practices, and rhetorics of developing sustainable, ethical, and justice-centered community-university partnerships, particularly with regard to literacy uplift. A central concern in this thread involves challenging neo-liberal and white savior ideologies often at play in community-university partnerships, and their implications for mentorship and professionalization for undergraduate and graduate students. I have written about orienting undergraduates to critical community engagement and hope to do the same after building responsive local collaborations.  

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• Sanders, Nick, Pregent, Grace, & Bauer, Leah (forthcoming, expected 2022). Orienting Public Pedagogues: A Black Feminist Approach to Community-Engaged Writing Center Work. In Public Feminisms: Community Engagement through Writing, Research, and Activism, edited by Carrie Baker and Avivia Dove-Viebahn.

This strand examines practical strategies for professionalizing the discipline for tomorrow in antiracist and queer approaches to pedagogy, literacy, and rhetoric. I have written about using Black queer feminisms as orienting conversations for undergraduate tutor development, and I have written about radical orientations to feedback . I plan to mentor and collaborate with teacher-scholars to build innovative toolkits for antiracist pedagogies both in writing and rhetoric studies and in the disciplines, while also longitudinally examining the development of radical dispositions for writing teachers, tutors, and administrators. By focussing on concrete practices alongside consciousness development, I hope to concretize un/learning and coalition to support antiracist pedagogy and examine under/graduate programs as critical sites of radical research and pedagogy orientations.  

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• Sanders, N. (2022). Making Scyborgs in Undergraduate Consultant Education: Learning Projects for Queer Writing Center Futurities. In Smith, T., Dixon, E., & Pouncil, F., Queer/Qaure Writing Center Praxis. WAC Clearinghouse

•  Sanders, N. & Wansitler, C. Queering Professionalization of Graduate Writing Center Administrators as Campus Leaders, in Eds., Bond, C., Bracewell, J., Moroski-Rigney, S.,  Roper, K., & Faison, W., Writing Center Administrators as Campus Leaders. Proposal accepted. 

• Hawks, A., & Sanders, N. Fostering Linguistic Consciousness through Response Practices: Perspectives from a Writing Center with Commitments to Language Justice, in Eds. Blewett, K. & Post, J. Reconceptualizing Response: Using Instructor Feedback to Promote Equity and Linguistic Justice in the Writing Classroom. Accepted. Initial draft submitted.