African American Composition

Race in composition studies has a particularly interesting history. Like many aspects of American culture, composition studies was segregated early on. This separation between language practices in the white and black communities led to different pedagogies, theories, and belief systems within composition studies. One scholar who has studied this difference is Keith Gilyard.

In Gilyard's studies, he found out that, because African Americans were barred from full participation in professional organizations like the NCTE and MLA, the path of black intellectuals in the composition studies had to be parallel to the mainstream. Blacks organized the CLA to provide an outlet for discussions about the teaching and assessment of writing.

Gilyard points out that black composition studies had three main influences-the church, slave narratives and secular protest. These "sponsors of literacy" can be traced back to 17^th century puritan preachers who used the promise of divine destiny, of overcoming despair and attaining prosperity, through certain language practices. Early on Debuis promoted critical theory and the liberal arts education in black colleges.

Gilyard also points out that rhetoric in the black community paralleled that in the white community and featured distinct identity and unique struggles. For example, the goals of advancing Standard English and first class citizenship goals were paired with the acceptance of the black vernacular and the sense of a shared history.

Later, in the 1960s, whites strived to include blacks within CCCC and black language became a hot topic. One consequence of this inclusion was that non-mainstream dialect had an increasing role in composition. The white community also turned to black community to help understand how to deal with the increasing numbers of working class, first-generation and so-called minority students.

These changes were not without conflict and resistance. In fact, as a result of this attempt at inclusion, there was some resentment among blacks at suddenly being discovered. In fact, it seemed like black language was being colonialized and commodified.

For example, within the black community, there was internal conflict about Ebonics and what should be taught in composition classes. According to Gilyard, Ebonics conflicted with the tradition within black composition studies where instructors often relied heavily upon grammar instruction in hopes of eradicating "error."

Also within the black community, there were differing views about how to avoid repeating inequity through language practices. Gilyard points out that the parallel history caused tension when black theory was eventually recognized by the mainstream.