"The task, as we see it, is to develop an internationalist perspective capable of understanding the study and teaching of written English in relation to other languages and to the dynamics of globalization."
Bruce Horner and John Trimbur (2002), "English Only and U.S. College Composition" (p. 624)
In her article, "The Foreigner: WAC Directors as Agents of Change," Susan McLeod (1995) identified a number of roles WAC directors might play as they conduct their work. After presenting the weaknesses of numerous roles—the conqueror, the diplomat, the Peace Corps volunteer, the missionary—McLeod settles on the "change agent." McLeod wrote:
This ideal of the WPA as foreigner/change agent highlights those elements of participation in transnational writing programs that, much like the work McLeod describes for writing across the curriculum directors, present opportunities to see differently the work commonly done in first-year writing programs. The familiar becomes unfamiliar. Opportunities to listen and learn are numerous.
As it is revealed in the sustained critique of the monolinguistic ideology in U.S. college composition, and the related attempts to initiate an international perspective, writing teachers and administrators in transnational contexts don't ever get too comfortable:
Here, as in my edited collection, Transnational Writing Program Administration (2015), I use the term "transnational" to describe the growing phenomenon that Grant McBurnie and Christopher Ziguras address in their book Transnational Education: Issues and trends in offshore higher education as "any education delivered by an institution based in one country to students located in another" (p. 1). But unlike "global" or "international," I use the term "transnational" because it also invokes a more critical, analytical orientation like that described by Rebeca Dingo in her book, Networking Arguments: Rhetoric, transnational feminism, and public policy. Dingo (2012) argued:
The term transnational, while defined in a number of ways, generally refers to how globalization has influenced the movement of people and the production of texts, culture, and knowledge across borders so that the strict distinctions among nations and national practices can become blurred. In the last ten years, disciplines throughout the humanities and social sciences have recognized that increasing globalization and enduring neoliberal economics have changed our understandings of citizenship, place, and texts. Drawing heavily from the fields of political science, sociology, geography, and women's studies, the emergent interdisciplinary field of transnational studies has sought to uncover, analyze, and conceptualize similarities, differences and interactions among trans-societal and trans-organizational realities and dynamics across time and space (Levitt and Khagram, p. 10–11). (p. 8–9)
By considering the infrastructure of transnational writing programs, my aim is to continue a critical conversation about the opportunities and implications for the learning, teaching and administration of writing across borders.
The bitter battle in the state of Wisconsin over the right of public employees to unionize and bargain collectively is now shifted to the courts and yet, the massive efforts to recall elected officials failed. The argument made by the Republican Governor, based upon a kind of market logic, is that after years of recession and continued economic downturns, the salaries and benefits of public employees, which were the result of collective bargaining, were too costly for the state to continue paying. Still, while the public employee unions agreed to reductions of pay and benefits, the governor insisting on his legislation in the Republican controlled legislature, despite the efforts of the minority Democrats to thwart the passage of the law, as well as widespread public support. An example of market logic gone awry: even when the unions agreed to reductions of pay and benefits to help close the budget deficit, the governor signed the law to restrict collective bargaining.