Axis Special Issue: Imagining the Decolonizing Writing Center
Feeling Welcome, Respected, Safe, and Accepted
Janice Lark
College of Dupage
The mission of Writing, Reading, and Speech Assistance (WRSA) at College of DuPage has long been to serve all students and enrich their academic and social development. After reflecting on this mission and recognizing the far-reaching detrimental effects of systemic racism on students and society, WRSA initiated an intense study of social justice in 2020. This work contributed to the creation of its 2021 Philosophy and Commitment to Antiracism, a student-centered mission statement focusing on the kind of equitable treatment that lies at the heart of decolonization.
This statement truly matters—it assures students of respectful treatment that honors their individuality and reminds staff of their responsibility and accountability to those they serve. As a public declaration, it identifies the beliefs and behaviors that serve as a cornerstone for WRSA and promotes a culture of caring and acceptance. The principles of this mission statement guide each coaching consultation in making students feel welcome, respected, safe, and accepted. By focusing on students, encouraging antiracism and self-advocacy, and acknowledging there is no singular English language, the Philosophy and Commitment to Antiracism presents an opportunity to advance decolonization.
Our department's journey toward decolonization officially began in 2020 when WRSA Coordinator Margaret Hernandez encouraged staff to delve into research about systemic racism and advocated for a study of Writing Center pedagogy. During subsequent months, coaches engaged in book clubs, classes, workshops, and further reflection to heighten understanding. In addition, they developed department training modules that targeted social justice; for example, as part of my personal training module, I invited co-workers to participate in a version of the 21-Day Racial Equity Habit Building Challenge created by educator and author Dr. Eddie Moore, Jr. In the end, each learning activity—from book study to journaling--contributed to increased knowledge and appreciation of differences; our work influenced our beliefs and touched hearts.
Following this study, WRSA specialist Elyse Pelzer drew on the department's collective learning to compose the mission statement which explains that "In addition to providing academic assistance to the subjects listed in the acronym, WRSA, our staff seeks to articulate and affirm our dedication and commitment to providing a space in which all students and staff feel Welcome, Respected, Safe, and Accepted." These four critical words, featured in the title of this work, were chosen because they capture the kind of affirming environment and fair treatment that WRSA pledges to all students. Although many students may be burdened by memories of being marginalized, discriminated against, or oppressed in past circumstances, WRSA does its best to create positive learning interactions that foster growth and student agency.
Daily these interactions begin with an authentic welcome that provides a first step toward decolonization. To prepare for appointments, coaches often check students' online registrations, noting their choice of personal pronouns to insure correctness. Whether the appointment takes place via email, online, or face-to-face, coaches extend a warm welcome and invitation to brainstorm or review works in progress.
Exchanges between students and coaches are characterized by the facet of respect. In support of its goal, the mission statement expresses that "We affirm that there is no singular English language and strive to contest the constraining notions of writing, analyzing, and speaking. Further, we aim to revise inequitable and outdated practices." This affirmation emerges in respect for the writer's language, culture, and choice of expression, a reminder of our commitment to students.
The student-friendly infographic version of the Philosophy and Commitment to Antiracism, designed by coach Kate Balogh to uphold inclusivity, promises openness to each writer's thinking, vision, and language. It is displayed in our office proudly and posted in all coaching cubicles. The infographic asserts the principles of the mission statement, and its language assures students that they will be treated with open-mindedness, respect, and sensitivity. It lists the aims, acknowledgements, pledges, and commitments of coaches as they work to ensure that students experience feelings of welcome, respect, and being safe and accepted.
In their conferences with students, coaches demonstrate how this commitment to antiracism looks and sounds. Throughout appointments, coaches use language that encourages student agency. Questions like "What are you working on? and What is your vision for your paper?" reinforce students' ownership. The coaching goal is not to dictate adherence to a standard English, but rather to encourage writers' discovery and exercise of their personal voices. Composed in 2021, a helpful resource called Tips on Using Inclusive Language by coaches Jessica Shubert and Jason Reynolds encourages critical thinking. These tips, which can be discussed in appointments, identify oppressive language, clarify non-inclusive features, and provide revision examples.
Another tenet described in the mission statement is feeling safe. To commit to students' well-being, all coaches have participated in Safe Zone at College of DuPage training to increase sensitivity to the LGBTQIA+ community and enhance allyship. Many coaches support students by displaying personal pronouns and rainbow stickers on their nametags. Throughout the term, coaches participate in trainings related to inclusivity and social justice.
Feeling accepted is integral in the dynamics of a consultation. Initially, some students voice trepidation about their work by stating, "I've never been a good writer" or "English isn't my first language." They may feel insecure because of their education level or background. To assuage these fears, coaches reassure students that their role is to support. Occasionally, coaches describe their own writing struggles to build rapport and establish the appointment as an honest dialog between writers. Their message promotes hard work, growth, and confidence. Often students respond by voicing their personal experiences and goals.
Each day, a scan of WRSA reveals coaches and students from various cultures and life experiences. The ways that they look, speak, or write might be different. But coaches and students share a common humanity, desire for learning, and commitment to growth that bridges these differences. Their collaboration augments feelings of being Welcome, Respected, Safe, and Accepted, which move a writing center ever closer to decolonization.
Works cited
Balogh, Kate, "Philosophy and Commitment to Antiracism Infographic." College of DuPage Antiracism and Inclusivity Resources, September 15, 2021, https://www.cod.edu/academics/learning_commons/writing/pdf/wrsa_philosophy_and_commitment_to_antiracism.pdf. Accessed 30 November 2021.
College of DuPage. "Safe Zone at College of DuPage." COD and the LGBTQIA+ Community. https://www.cod.edu/student_life/resources/lgbtq/community.aspx. Accessed 14 December 2021.
Moore, Eddie, Jr. "21-Day Racial Equity Habit Building Challenge." America & Moore, LLC, 2014, https://www.eddiemoorejr.com/21daychallenge. Accessed 2 December 2020.
Pelzer, Elyse. "Philosophy and Commitment to Antiracism." College of DuPage Antiracism and Inclusivity Resources, October 1, 2021, https://www.cod.edu/academics/learning_commons/writing/pdf/wrsa_philosophy.pdf. Accessed 30 November 2021.
Reynolds, Jason, and Jessica Shubert. "Writing Resources. Tips on Using Inclusive Language." College of DuPage Antiracism and Inclusivity Resources, September 1, 2021, https://www.cod.edu/academics/learning_commons/antiracism-inclusivity-resources.aspx. Accessed 28 November 2021.