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DBLAC NEWS

FEMINISMS & RHETORICS CONFERENCE 
​Dayton, OH

Lou’s presentation, “Lorde put a hand: Audre Lorde’s Theories of Rhetoric” contended that Audre Lorde’s writings on expression, rhetoricity, and agency should be included as a possible Black feminist theorization of critical rhetoric by spotlighting Lorde’s ideas on the relationship between expression and discourses of power in selected essays and poems. He centered this argument by explicating Lorde’s theories’ relevance and necessity to teaching rhetoric and writing today.

Laura’s presentation, “Rhetoric and the Reclamation of Black Women’s Digital Histories” combined Deborah Brandt’s (2011) theory of literacy sponsorship and autoethnographic methods to present a digital divide counter-story that centers Black women and Black mothers. In so doing, she suggested that constructions of Black women’s history with digital literacies created a rhetorical distance before a physical distance ever occurred.

On October 4-7, 2017, the 11th Biennial Feminisms and Rhetorics Conference was held at the University of Dayton in Dayton, OH.

DBLAC members Sherita V. Roundtree, Lou Maraj, and Laura Allen’s presentation titled, “Black Women’s Multivalent Resistances to Marginalization” pushed against Black women as marginalized, and as univocal in how they are resistant to that marginalization. Each panelist’s discussion enacted that opposition by reconsidering Black women’s roles in the framing of intersectionality, in their positions within the field of rhetorical theory, and through digital literacy narratives.

Sherita’s presentation, “Caught at the Intersections of Black Resistance and Restraint: Intersectionality Through the Lenses of Black Women Rhetors” examined the relationship between feminism as currency, questions of humanity, and Black women’s intersectionality using the theories of Black women rhetors to engage their commentaries about intersectionality and examine moments from the 2017 Women’s March. She suggested that Black women rhetors use their writing to point to the complexity of Black women’s subjectivities but they also reveal the dangers of flattening intersectionality.
CONFERENCE ON COLLEGE COMPOSITION (CCCC) & INTRODUCTION TO NCTE/CCCC BLACK CAUCUS
Portland, OR

On March 15-18, 2017, “the world’s largest professional organization for researching and teaching composition” (NCTE.org), the Conference on College Composition and Communication (CCCC) took place in Portland, OR. On March 17, 2017, Sherita V. Roundtree officially introduced DBLAC to the NCTE/CCCC Black Caucus during the special interest group’s scheduled meeting. Roundtree provided an overview of DBLAC’s goals as an organization and its desire to connect with the work and members of the Caucus. Faculty/staff and a relatively large number of graduate students were in attendance for the meeting. At the close of the meeting, Roundtree and Khirsten L. Echols passed out DBLAC business cards to graduate students and faculty who were encouraged to share the information with their graduate students and colleagues. Many of the graduate students then signed up to join DBLAC and its listserv to stay connected to DBLAC as well as future opportunities. Later in the evening, several members of DBLAC gathered at an NCTE/CCCC Black Caucus sponsored event to chat and continue conversations initiated by Roundtree’s earlier presentation.   
WEBSITE LAUNCH & CONFERENCE PRESENTATION
Columbus, OH

On February 25, 2017, DBLAC officially launched its website—the hub of its digital operations—at the Interrogating Discourses & Representations of Anger Graduate Student Conference at The Ohio State University. The launch was the tail-end of a presentation by founders Echols and Maraj entitled “DBLAC: Turning Individual Pain into Collective Gain.” That presentation described the critical need for organizations like DBLAC to “explicitly interrogate the daily operation of white supremacy in our field and on our campuses rather than [provide] more performances of psychologically-internalized Black pain for the white gaze” (Kynard, “Teaching While Black,” 14). It then offered the presenters' DBLAC Narratives as a response to such a call.