[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-599456-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-599456-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","antiracist-genre-systems-creating-non-violent-writing-classroom-spaces","Antiracist Genre Systems - Creating Non-Violent Writing Classroom Spaces","","The article argues that preventing rhetorical violence in writing classrooms requires ensuring students feel safe bringing their full identities into learning spaces. Drawing on Black critical geography, Rhetorical Genre Studies, and trauma-informed pedagogy, it frames wellness and anti-Blackness as spatial and geographic problems. It demonstrates how antiracist, visible commitments can be aligned across syllabus, assignment sheets, communications, community agreements, commitment statements, and assessment to affirm marginalized students and promote well-being.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/literature/","Literature",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/antiracist-genre-systems-creating-non-violent-writing-classroom-spaces/599456/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/antiracist-genre-systems-creating-non-violent-writing-classroom-spaces/599456.png","ImageObject",300,407,{"name":42,"@type":43},"WPS_1790064749","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-18","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":26},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the article’s central claim about non-violent writing classrooms?","Question",{"text":62,"@type":63},"Preventing rhetorical violence requires creating classrooms where students feel safe to bring their whole selves. Safety and affirmation are treated as prerequisites for effective, justice-oriented writing instruction.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How do the authors connect well-being to anti-Blackness?",{"text":67,"@type":63},"They present well-being as fundamentally tied to safety within social spaces and relations. In this view, the world is structured so that safety is available to some and denied to Black and marginalized people, making anti-Blackness a geographic and spatial issue.",{"name":69,"@type":60,"acceptedAnswer":70},"Which classroom elements do the authors recommend aligning to support safety?",{"text":71,"@type":63},"They emphasize aligning genres and practices with visible antiracist commitments across the syllabus, assignment sheets, class communications, community agreements and commitment statements, and formative and summative assessment.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},599456,1792360728,{"code":4,"msg":81,"data":82},"success",[83,87,90,94,99,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":88,"slug":89},80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":91,"show_sort_weight":92,"slug":93},"Exam",70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":95,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":26,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":26,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},3985747859154,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Antiracist Genre Systems: Creating Non-Violent Writing Classroom Spaces  \nTieanna Graphenreed and Mya Poe  \nThis article takes up Black critical geography, Rhetorical Genre Studies (RGS), and trauma-informed pedagogy (TIP) to argue that preventing rhetorical violence in our classrooms cannot be accomplished without ensuring students feel safe bringing their whole selves into the classroom. Specifically, Black theorizations of space and genre systems help us think about the relationship between wellness and anti-Blackness as a geographic and spatial problem. Drawing on antiracist pedagogy and trauma-informed pedagogy, we demonstrate that aligning genres and practices with a set of visible, explicit antiracist commitments through the interlocking social actions of the syllabus, assignment sheets, class communications, community agreementsand commitment statements, and formative and summative assessment can help in creating non-violent spaces that affirm marginalized students’ identities and promote all students’ well-being.  \nA Shared Commitment Statement  \nOur embodied selves move about this world with different senses of safety. The ways our bodies are perceived and the ways of thinking we set forth collide with any spaces in which we move and the respective positionalities ofour students and colleagues on campus. In a global society shaped by a long history of racism, anti-Blackness, and legacies of white colonial and imperial violence—all of which have continued and are exacerbated under the conditions of COVID-19—it feels as though we have little power. Similarly, the institutions ofacademe, the university, and other vestiges of colonial infrastructure cause many of us feelings of powerlessness, voicelessness, and alienation. They push the most marginalized and vulnerable of us out of education spaces altogether. But we have hope in a collective desire for the destruction of all systems of oppression and the liberation of all oppressed persons; when hope fails, we simply care. We advocate a responsibility to antiracism and the cultivation of classroom and campus spaces that are safe for marginalized students, especially Black students, faculty, and staff. Preventative care and harm reduction are tactics most readily accessible to the marginalized and dis  \nComposition Studies 50.2 (2022): 53–76  \nempowered to interrupt systems of power at local levels—in classrooms, universities, and communities. In short, it is the way we keep each other alive and safe.  \nIntroduction  \nScholars such as Nedra Reynolds introduced theories of critical geography to the field of writing studies in the early 2000s, offering writing studies scholars new ways to think about writing instruction as space- and place-based. In drawing on geographic thinking, notably Edward Soja and Henri Lefebvre, Reynolds illustrated for the community how to theorize space as more than a context in which or upon which things happen but rather where people and human processes reside. More specifically, she helped teachers and researchers in the field look to new spatial practices that can be imagined alongside students. Spatial thinking helps us anticipate student response—by centering student positionalities (Reynolds)—and consider our classrooms as social sites of interconnected and overlapping relationships.  \nConsidering ongoing calls for antiracism and linguistic justice (Baker-Bell; Baker-Bell et al.; Maraj; Royster; Young), the discipline must revisit the idea of writing classrooms as spaces and situate our conversations within antiracist frameworks. This special issue’s focus on well-being presents an opportunity to engage with calls for action as guides for supporting student and faculty well-being in writing classrooms and across campuses. We cannot truly support well-being without a fully antiracist and justice-oriented approach to writing, research, teaching, and action in the world.  \nApproaches to well-being typically attend to fulfilling an individual’","cbCaigau72gt2Ntn","https://ap.wps.com/l/cbCaigau72gt2Ntn","pdf",556860,24,"English","# Introduction\n## Well-being as Safety in Social Spaces\n## Antiracism, Spatial Un/safety, and Literacy","[{\"question\":\"What is the article’s central claim about non-violent writing classrooms?\",\"answer\":\"Preventing rhetorical violence requires creating classrooms where students feel safe to bring their whole selves. Safety and affirmation are treated as prerequisites for effective, justice-oriented writing instruction.\"},{\"question\":\"How do the authors connect well-being to anti-Blackness?\",\"answer\":\"They present well-being as fundamentally tied to safety within social spaces and relations. In this view, the world is structured so that safety is available to some and denied to Black and marginalized people, making anti-Blackness a geographic and spatial issue.\"},{\"question\":\"Which classroom elements do the authors recommend aligning to support safety?\",\"answer\":\"They emphasize aligning genres and practices with visible antiracist commitments across the syllabus, assignment sheets, class communications, community agreements and commitment statements, and formative and summative assessment.\"}]","Antiracist Genre Systems - Creating Non-Violent Writing Classroom Spaces | PDF",1792088804,37]