The project of creating an anti-oppressive composition issue began with multi-disciplinary, multi-institutional collaboration between Julia Havard, Erica Cardwell, Anandi Rao, Juliet Kunkle and Rosalind Diaz, who crafted a call for community-building and community-transformation: to build tools, resources, and spaces for transforming our classrooms, specifically our writing classrooms; and to approach the teaching of composition in community, with accountability, and with urgency. This collaboration started as a working group at the University of California Berkeley, Radical Decolonial Queer Pedagogies of Composition, as a number of instructors at multiple levels of the academic heirarchy struggled with the differences between our writing classrooms and our research. Following Condon and Young (2016), Inoe (2015), and Gumbs (2012), our editing team wanted to create a context and process for rich unraveling of un-teaching oppressive systems through composition.

中文翻译：

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反压迫作文教学法

创建反压迫作文问题的项目始于 Julia Havard、Erica Cardwell、Anandi Rao、Juliet Kunkle 和 Rosalind Diaz 之间的多学科、多机构合作，他们呼吁社区建设和社区转型：构建工具、资源和空间来改造我们的课堂，特别是我们的写作课堂；并以负责任和紧迫的方式处理社区中的作曲教学。这项合作始于加州大学伯克利分校的一个工作组，即激进的非殖民酷儿作文教学法，因为学术等级不同层次的许多教师都在努力解决我们的写作课堂和我们的研究之间的差异。继 Condon 和 Young (2016)、Inoe (2015) 和 Gumbs (2012) 之后，