Discussing how their children could not easily be categorized, Race Card participants reference genetic combinations to further suggest the variability of race. Fair daughter. Recessive genes. Especially when now that [sic] we have dark parents having white- looking babies, and white-looking parents having brown babies.
Perhaps most specifically, blood is invoked to trouble these racial categories. Explaining the persistence of blood as a common- sense idiom to ascribe racial identities, Kelly notes that it has been frequently called upon to invoke familial ties, class relationships, communal bonds, and citizenship.
Heredity, and the heteronormative coupling it relies on, structures the third and final discourse that characterizes antiracial bordering. As we will discuss, discourses of heteronormativity do the exclusionary work of post-racism by further concealing racism within vocabularies of marriage and traditional family. Indeed, these discourses work alongside the other elements of antiracial bordering discourses of management and transcendence, and scientific reason to de-emphasize the authority of racial borders and categories and further perpetuate post-race logics of society.
Simplifying of Borders: The Heteronormativity of Race Race Card participants, holding on to biological views of race, substantiate and reinforce heteronormativity and the heteronormative nuclear family through their repeated references to race being transmuted mainly through heterosexual repro- duction. Specifically, many of the Race Card participants, explaining their desire to protect their children, reference parentage as their reason for troubling racial borders.
The biological connection and accompanying perception of phenotypical likeness of heredity is such an ingrained part of U. I get asked all the time about my parental status. Through highlighting the sexual practices that create and confer racial identity, as well as demonstrating how such damaging categoriza- tions have led to racial stereotypes and disciplining, Race Card participants undermine the legitimacy of sedimented racial borders historically used to margin- alize certain groups.
Sims heteronormativity and hypodescent in attempts to craft racial categories as natural, but she simultaneously undermines the validity of these structures through her own family make-up. In a post-racial move, these vernacular rhetorics illustrating the practice of antiracial bordering demonstrate the slippage from recognizing racism as an endemic social problem to something that individuals, following their Downloaded by [University of Colorado at Boulder Libraries] at 12 June biological urges, can transcend.
The discourse and materiality of sexuality and sexual reproduction are essential bordering components in delimiting racial identities and are invoked to suggest the over-simplification of racial borders and categories.
Never mind he has my lips, the shape of my eyes, and that the color of his eyes were inherited from my father. In this country all that is seen is skin color and we are met with disbelief, doubt, and sometimes hostility. Indeed, the existence of anti-miscegenation laws into the s illustrate the pervasive fears surrounding sexuality and reproduction, specifically fears of immoral parents, irresponsibly dependent on public assistance and willing to cross color boundaries, tainting future generations and biologically reproducing improper citizens who blur racial borders and the social hierarchy they delineate.
Resisting discrete categorical distinctions and the borders they suggest, Race Card participants engage in post-race discourses that circulate the lie of post-bias in the United States. When I fill out forms for them there is a check box for black and white but not both.
As we have seen, this has often materialized as antiracial bordering that foregrounds the physical embodiments of racial coding to challenge the legitimacy of socially constructed racial borders and categories. Throughout these examples, Race Card participants communicate their desire to transgress racial boundaries, however, the antiracial discourses they use to make sense of their individual experiences reinforce colorblind logics that mask the institutional elements and effects of racial labeling.
In the next and final section of this essay, we discuss the implications of antiracial bordering for future communication studies research on race and belonging in the United States.
One thing it would not be is color neutral. Sims challenge the colorblindness of post-racism. Specifically, if post-race discourses of multiculturalism81 and colorblindness82 are indeed new forms of racism, and such logics depend on the devaluation of identity categories and racial borders to prosper, productive challenges to contemporary racism must reinstantiate the role of borders in social life and foreground the progressive potential they generate.
Repeatedly throughout the Race Cards, participants express their frustration with racial categories and the limitations they perceive as deriving from such construc- tions. Being labeled before even saying anything because of the way I look is not the way I expected it to be today. This slippage provides participants a specific target for their dissatisfaction and frames borders as metonyms for U. As we argue, to say, as Race Card participants do, that borders unnecessarily restrict them, engages in a practice of antiracial bordering that promotes the notion that participants reside in a colorblind U.
Erasing race from the conversation is not a productive rhetorical strategy for social change. These two notions are often conflated so that race, racism, and questions of power are ignored. The border, marked by potentiality and historicity, inclusion and exclusion, materiality and discourse, is a place of possibility where social relationships can be reimagined and where dominant social structures might be productively engaged, making antiracial bordering a productive space of inquiry for critical race and border studies scholars.
What would antiracist bordering practices look like? How could this rhetoric name racial borders, resist logics of scientific reason, and refuse the stability of biologically informed and culturally sedimented racial categories?
We conclude by proposing this would be a productive direction for future rhetorical inquiry. Gilbert and Jonathan P. New York, NY: Routledge, Robert DeChaine, ed.
Ono and John M. Lacy and Kent A. Ono eds. Flores and Dreama G. Sims [53] Thomas K. The Activity The activity involves five main steps: 1 sharing team experiences, 2 learning Scrum language, 3 creating Scrum boards, 4 holding Scrum meetings, and 5 reflecting on team processes.
Sharing Team Experience We begin by introducing the team project and organizing four- to six-member teams, which can be formed by instructors or students. We write their comments on the board and then ask each team to develop team-specific rules to address the teamwork concerns discussed by the class. These rules can become the basis for team peer evaluations and team contracts. Finally, we introduce the Scrum approach.
Learning the Language We first teach students the narrative language of Scrum—epic, stories, and tasks. Next, the team brainstorms the tasks required to complete each story usually between three and nine tasks per story.
The team then maps the epic, stories, and tasks on a hardcopy or online Scrum board, as exemplified in Table 1. Teams can create hardcopy Scrum boards by writing the epic and stories on a large poster board. On each note students can indicate on each note the team member assigned to the task, providing a record of who has agreed to do what. Sims Table 1. Students would post tasks for all stories when they create the Scrum board. In the classroom, teams hold weekly or bimonthly Scrum meetings.
In a Scrum meeting, each team member responds to three questions while other members listen without evaluation Luz et al. What have I done since the last meeting? What will I do by the next meeting? What obstacles are in the way of my work? What could I use help with? Teams revise and reprioritize tasks during this non-evaluative question-and-answer period and update their Scrum board.
Teams are encouraged to hold Scrum meetings when they meet outside of class. Downloaded by [National Communication Association] at 14 February Reflecting on Team Process The final step in Scrum involves writing a team retrospective to reiterate and prompt self-assessment about the team collaborative process.
Students should support their reflections with reference to specific project and Scrum processes. Debriefing The Scrum process allows for debriefing both within and after the process, thus teaching students to assess and adjust their individual and group teamwork skills. Throughout the semester, we give students class time to work on their projects, allowing us to confer with teams, check their Scrum boards to see their progress, and observe task divisions.
We speak with each team about the challenges and obstacles it appears to be facing in completing the project based on our Scrum board review. For example, a Scrum board might reveal that a team is having time management problems, and we can facilitate discussions about managing time.
As part of the team project grade, we evaluate the Scrum board based on its completeness and use throughout the semester. For example, a member might be giving excuses for why work was not done as opposed to discussing obstacles he or she is facing and the kind of assistance he or she needs. In addition, sometimes we ask each team to report its progress to the class, answering the three Scrum questions as a way to facilitate a class discussion about common obstacles that teams might face, such as time management.
Sims group work skills and make suggestions for how to improve future team experiences. Finally, instructors might also require teams to peer evaluate members, which can further self-reflection Bolton, Appraisal Students often report that they initially are challenged by Scrum because they have Downloaded by [National Communication Association] at 14 February never had to think through all of the tasks needed to complete a team project.
These anecdotal findings support research that indicates that students experience greater satisfaction working in teams when they receive in-class teambuilding training and coaching, opportunities that Scrum offers Bolton, We have found that allowing in-class time to develop Scrum boards and hold the first Scrum meeting is important for reducing student anxiety about Scrum and increasing the likelihood that they will use it outside of class.
A short summary of this paper. This volume brings together recognized scholars and emerging voices in a series of critical projects that question the intersections of civic identity, including how American indigenous rhetoric is com- Communicating Self-Determination plicated by or made more dynamic when refracted through the lens of gender, race, class, and national identity.
The authors assembled in this project employ a variety of rhetorical methods, theories, and texts committed to the larger academic movement toward the decol- onization of Western scholarship. This project illustrates the invalu- able contributions of American Indian voices and perspectives to the study of rhetoric and political communication. By Christy-Dale Sims.
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