When I was at IWCA a few weeks ago to present on “What Makes a Space Raced: Exploring Whiteness in the Writing Center,” I noticed how conferences—despite the tales of elitist performances and pretentious discourse—provide young and emerging scholars a space to present their research and receive productive feedback. In my rush to get published, I find that conferences allow me to think about my research, to explore ways to expand and exhaust the research, and to nuance the arguments I posit. In other words, conferences allow me to continue being student, which I believe is integral to both teaching, research, and scholarship. Publishing never feels like a learning practice. It feels like a finality: an imagined end goal. Publishing functions as a way of (1) Espousing knowledge, (2) Critiquing knowledge, or (3) Drawing attention to new knowledges. It is a space for experts, not necessarily learners.
What conferences provide young and emerging scholars that is much like the publishing process— if a manuscript reaches external review—is an instant type of peer review. Young, emerging, and established scholars all attend conferences and tend to attend panels in which they are interested. Therefore, what happens when young scholars present is a type of low-risk (ideally) review that can further push and urge a scholar to explore, nuance, and better articulate their research and ideas. For more established scholars, hearing from young and emerging researchers can also serve as a way to better refine, rethink, and nuance their current research. As someone interested in Writing Center research, as well as research in Comp/Rhet, the IWCA conference is an ideal space to present research concerning race, language, and identity in writing center spaces. I never leave a presentation unsatisfied as the questions, suggestions, and resources audience members provide are invaluable in this early stage of my research.