Open Words: Access and English Studies

OPEN WORDS: Access and English Studies is dedicated to publishing articles focusing on political, professional, and pedagogical issues related to teaching composition, rhetoric, reading, creative writing, ESL, and literature to open-admissions and “nonmainstream” student populations. We seek critical work in areas such as instructional strategies, cultural studies, critical theory, classroom materials, technological innovation, institutional critique, student services, program development, etc., that assist educators, administrators, and student support personnel who work with students in pedagogically difficult settings. Articles should consider the particularities of these settings—issues, for example, surrounding the identifier of “open access,” intersections of race, class, gender, sexuality, and disability, regional and cultural differences, and the range of competencies students bring with them to classrooms—in light of the aims of English studies to empower students’ critical and creative endeavors. We value works pertinent to specialists yet accessible to non-specialists, and we encourage submissions that take into account what interactions with students teach us about the broader, democratic goals of open-access educations and English studies.