Counterstory is a writing and research method of Critical Race Theory, founded in creative non-fiction genres of oral history, slave narrative, and testimonio. As a narrative form, counterstory illuminates other(ed) perspectives about genre and dominant ideology, and functions as a method for social justice-oriented writers to intervene in and counter practices that dismiss or decenter racism and those whose lives are affected daily by it. Students craft counterstories in genres of allegory, dialogue/book review, and autobiographic reflection based on personal experience and supported by data and literatures on their chosen topics.

The Craft of Counterstory

A Writers’ Workshop

Writing Your Way Into Grad School

This course instructs students in the genre-specific professional writing and research skills necessary for application and success in graduate programs (emphasis on Humanities and Social Science programs). This course focuses on fundamentals of writing in the disciplines, writing for publication, writing for grants and fellowship, and writing and revising for presentation and public audiences. Additionally, students begin the processes involved in applying to graduate school as they prepare a dossier portfolio that includes the CV, the personal statement, the diversity statement, and a writing sample (all as applicable to field-specific standards). Students identify 3-5 graduate school programs to apply to and are instructed in best methods to search and apply for graduate school funding, and strategic planning for faculty letters of recommendation.

Teaching Philosophy

My teaching philosophy centers on the word “access.” Access to the institution for students is central to the lines of inquiry I pursue as a teacher-scholar; my research is interdisciplinary and informed by scholarship in Rhetoric, Writing Studies, and Education. In her book, On Being Included: Racism and Diversity in Institutional Life, Sara Ahmed asserts that legislating for access and diversity does not mean these aims are achieved through laws alone. That’s the starting point, not the end game. The real questions are whether the institution is prepared to support retention and success beyond access, and inclusion beyond diversity. My focus as a teacher-scholar is on the necessary work beyond points of entry for students. While I acknowledge points of entry are crucial, I also know the remainder of the iceberg is addressed in changes at the level of pedagogy and culturally conscious and relevant curriculum design.