“Internationalization” and Composition Studies: Reorienting the Discourse

Abstract

While internationalization has become a buzzword in composition scholarship and teaching, our discourses tend toward fuzzy uses and understandings of the term and its multiple implications. We tend to focus on how our U.S. experience is being internationalized: how English and its teaching are spreading; how other countries, different in their approaches or rhetorics, appear to lack what we have; and how we might avoid colonialist intervention or offer consultation. These import/export focal points create key blind spots in our awareness of deep and rich writing research and programming traditions internationally, of how we fit—or do not fit—into this broader world, and of missed opportunities for self-reflection and growth.

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