The professional journal for the college teacher-scholar
Vol. 80, No. 5, May 2018
Successful in terms of size and scope, Wikipedia has faltered in accomplishing its founding goals of universal access and representation. While most of the scholarship addressing this issue focuses on the encyclopedia's gender gap, there remain significant problems with cultural and geographical representation of other marginalized topics. This article describes a pedagogical model and classroom study that introduces students to Wikipedia's problematic information politics while engaging them with a specific task for widening its representation of the region and culture of Appalachia. A case study approach provides rich qualitative data of student experience and learning regarding Appalachian rhetoric and Wikipedia's politics of representation.
This article examines rhetorical moves of historically white sororities through everyday epideictic rhetoric: activities and practices often regularized or routine that invoke or invite social participation or inclusion and may be considered ordinary or modest in terms of scope or purpose. The author analyzes one representative sorority, Alpha Delta Pi, through its web presence, new member education, and commemorative events that draw upon the past to promote dominant gendered ideologies for white women and instill belonging. Finally, the piece argues that everyday epideictic rhetoric offers opportunities for examining rhetorical goals and means for women's and gendered rhetorics.
This essay examines indirect critique and the contradictions of the traditional nineteenth-century domestic in the writing of Louise Clappe. Specifically, it analyzes Clappe’s The Shirley Letters from the California Mines, 1851–1852. Building on the scholarship of Jason Barrett-Fox and Susan Kates, the essay demonstrates that the lens of indirection is particularly fruitful in understanding Clappe’s rhetorical maneuvers; thus, it provides a potential conceptual tool for future analyses. Furthermore, it reveals how Clappe’s specific brand of critique often illuminates the shortcomings of masculinity, while undermining conventional assumptions related to domesticity and nation building.
Palmieri weaves together personal narrative with insightful review of three recent texts, each of which disrupts conventions of what an academic text should be. The authors tell stories that disrupt academic writing conventions, stories that challenge the normative frames for studying and teaching literacy, stories that fracture singular models of LGBTQ identities, stories that revel in queer impossibility and unknowability, stories that model what queer intersectional consciousness and resistance look like in practice.