Belonging and the MFA

OVER the past two years there has been a strengthened outcry for change and reflection in this country and within our communities about what diversity, equity, inclusion, accessibility, and belonging really mean. For so long, the words to describe the oppression that many face were not a part of the vernacular, and the conversations about equity that have been so needed were not encouraged or facilitated. Now that the terminology exists, conversation has begun, and more of those in power are paying attention and acknowledging these issues, how do we translate intention into meaningful change? And what might this look like for writing communities?

Literary institutions, including universities with MFA programs, have been tasked with looking deeply at the ways their practices have perpetuated the power dynamics of a country rooted in white supremacy. Issues include all-white faculties, student bodies that are not diverse, teaching from a literary canon that is not inclusive, and financial and physical inaccessibility. Recently two important books have guided the way to reconsidering some of the harmful practices within the workshop process and mentoring of emerging writers from marginalized communities, (Haymarket Books, 2021) by Felicia Rose Chavez and (Catapult, 2021) by Matthew Salesses. Within MFA workshops, the programs that run these workshops, and the institutions that host these programs, there are questions that need to be considered: What does it mean to lead, to nurture, to guide, to be a mentor, to be an ally, to provide support and resources? How do we break the mold of such long traditions of teaching? How do we truly create safe spaces, not only for writing, but