This volume then on fleek cuz it straight presentin what ahm calling this blended wokeness-protest and humanity, racialized pedagogical experiences, . . . and the possibilities for racial empathy.

- Vershawn Ashanti Young, University of Waterloo, from the Introduction

Black Perspectives in Writing Program Administration is a powerful and moving argument for genuinely recognizing how black bodies are racialized-rendered invisible, disrespected, and marginalized in their labor-in postsecondary writing programs. What's more, Perryman-Clark and Craig, with their contributing authors, critically explore and reflect on what it means to practice WPA curricular, assessment, and other educational work informed by an Afrocentric perspective.

A theoretical as well as a pragmatic work, this book is essential reading for those who wish to challenge the racial underpinnings of writing program administration.

- Haivan V. Hoang, University of Massachusetts-Amherst

This collection centers writing program administration (WPA) discourse as intersectional race work. In this historical moment in public discourse when race and racist logics are no longer sanitized in coded language or veiled political rhetoric, contributors provide examples of how WPA scholars can push back against the ways in which larger, cultural rhetorical projects inform our institutional practices, are coded into administrative agendas, and are reflected in programmatic objectives and interpersonal relations. Editors Staci M. Perryman-Clark and Collin Lamont Craig have made a space for WPAs of color to cultivate antiracist responses within an Afrocentric

framework and to enact socially responsible approaches to program building. This framework also positions WPAs of color to build relationships with allies and create contexts for students and faculty to imagine rhetorics that speak truth to oppressive and divisive ideologies within and beyond the academy, but especially within writing programs. Contributors share not just experiences of racist microaggressions, but also the successes of black WPAs and WPAs whose work represents a strong commitment to students of color. Together they work to foster stronger alliance building among white allies in the discipline, and, most importantly, to develop concrete,

specific models for taking action to confront and resist racist microaggressions. As a whole, this collection works to shift the focus from race more broadly toward perspectives on blackness in writing program administration.