ABSTRACT
Race and writing instruction is not exactly a road untraveled. Racial equity work in composition has had its moments of high visibility and has often been examined through a number of scholarly lenses: how to assess grammar or value students’ primary languages, what curricular materials and assessments should be used within developmental education, and which hiring practices can attract more faculty members of color. However, many of these conversations have devalued the emotional components of racial equity work and diminished ways in which these conversations continue to perpetuate institutional and personal violence against Black and Brown bodies: students, faculty members, and staff. In fact, many of these innovations have continued to center White masculinity while students of color continue to be failed by the institution.
