Women's rhetoric(s) as a method for feminist pedagogy in composition studies

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Laura A. Field (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Advisor
Hephzibah Roskelly

Abstract: In recent years, feminist pedagogy has shifted from a central position in composition to the margins of the discipline. This dissertation will argue that women's rhetoric in its scope and diversity presents methods of resolving what has become a tension between the agenda of composition and of feminist pedagogy. Through analysis of current composition pedagogy and several women's rhetorical texts, this dissertation outlines emerging women's rhetorical methods in order to suggest classroom practices and other pedagogical considerations to help resolve the conflict. The methods examined include the role of the audience in terms of community and collaboration, the ways in which students gain agency through action, the possibility of empowerment through affirmation, and the necessity of aligning with the rhetorical situations and choices. The conclusion considers larger institutional implications of implementing these methods and practices.

Additional Information

Publication
Dissertation
Language: English
Date: 2011
Keywords
Feminism, Pedagogy, Women's Rhetoric
Subjects
Women $x Education (Higher) $z United States
English language $x Rhetoric $x Study and teaching $z United States
Feminism and education $z United States