首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
This essay reads the NBC drama The West Wing against the cultural anxieties and ambivalences about the contemporary presidency, arguing that the program presents a powerful and meaningful “presidentiality,” a discursive construction of the presidency with ideological and rhetorical relevance. Specifically, The West Wing mimetically captures a view of the presidency, offering, in the process, a romantic vision of the institution that reflects the postmodernity of U.S. politics and the uncertainty that pervades questions of heroism and hierarchy at the turn of the twenty‐first century. In part, the political drama disrupts images of traditional power politics, presenting a more chaotic, inclusive, and communal portrayal of the presidency. Against this narrative backdrop, however, we contend that the program situates its postmodern rendition of presidentiality within a cathartic portrayal of the presidency, relying on conservative demarcations of presidential leadership ordered by commitments to intellectualism, militarism, masculinity, and whiteness.  相似文献   

2.
This essay takes up the messy relationship between whiteness and eliteness at the site of elite schools under conditions of global racial capitalism and empire. Rubén Gaztambide‐Fernández and Leila Angod theorize this relationship by describing the slippery ways in which whiteness and eliteness co‐constitute each other and by tracing how the relationship between eliteness and whiteness is both historical and spatial. They argue that, in the twenty‐first century, the entanglement between eliteness and whiteness produces a particular affective configuration and that elite schooling has become the key mechanism for producing what they call the elite/white subject. Gaztambide‐Fernández and Angod trace the making of the elite/white subject through three processes: the unhinging from time/history; the unhinging from space/land; and the obfuscation of whiteness/eliteness through the production of a particular cosmopolitan affect. They do this by looking specifically at how non‐White subjects are invited into eliteness, always in a paradoxically precarious approximation in which whiteness, and therefore eliteness, can always be revoked. The ongoing collusion between the particular spatial and historical dimensions of the production of eliteness obfuscates the ways in which becoming elite always requires an approximation to whiteness and how both whiteness and eliteness must be constantly produced and secured.  相似文献   

3.
This essay explores the possibility that a rhetorical figure can create, maintain, and mediate a perspective of reality or worldview. By way of an extended example, the rhetorical figure of paradox is cast as an organizing construct, creating a kind of “order”; or logic among experiences and phenomena typically felt to be at odds with one another. The ways in which a “paradoxical worldview”; can come into existence syntactically, semantically, and pragmatically are specified. In addition, the range of reactions to a paradoxical worldview, for both users and non‐users are described. The essay concludes by identifying prototypes, parameters, and evaluation principles for the analysis of paradoxical worldviews. Thus, this analysis ultimately posits that any rhetorical figure can theoretically generate and control a worldview.  相似文献   

4.
Walt Whitman’s poetry challenges how rhetorical scholars are accustomed to studying democracy. Adopting an ontology similar to, and a vocabulary inspired by, the Bhagavad Gita, Whitman roots democracy squarely in concerns of soteriology, metaphysics, spiritual practice, and the care of the self. By recovering what I call Whitman’s “kosmic rhetoric,” my goal in this essay is to inspire rhetorical scholars to discuss, debate, and reconsider several of our most deeply held assumptions about democratic politics, including anti-foundationalism and the mechanics of dissent.  相似文献   

5.
In this essay, I interrogate the normalized characteristics of whiteness embedded in the disciplinary norms and forms of knowledge production in the field of Rhetorical Studies. I attend to the normative ways the exclusion of the knowledge(s) and experiences of non-White, non-Western, non-US people reproduces systemic erasure and Euro-American dominant ways of thinking about rhetoric stepped in coloniality and whiteness. I present what has been thoroughly theorized by Feminist, Queer, Trans*, Chicana, Latina/x, Third World, Indigenous, and Black rhetorical scholars that mere “inclusion” and “tolerance” of difference with regards to race, class, gender, ability, sexuality and nationality cannot fully address the violence of white capitalist heteropatriarchy in academia. I propose that rhetorical scholars should pay careful attention to voice and relationality in our scholarly works in order to address the concealments of coloniality and difference in our theorizing and production of knowledge.  相似文献   

6.
This introductory essay makes the case that rhetorical studies as a field and the Quarterly Journal of Speech as the journal of record for that field are racist. Racism need not imply that evildoers in pointy hoods are pulling the strings of the journal and field; indeed, the assumption that racism is rooted in the bad thoughts and deeds of intentional individuals is part of the problem and is further evidence of the field's ignorance on the subject. Drawing inspiration and guidance from Ibram X. Kendi's work on antiracism, and anchoring my analysis in Paula Chakravartty et al.'s “#CommunicationSoWhite,” I make an honest effort to diagnose aspects of rhetoric's racism problem and suggest some of the attitudinal and material shifts that will be necessary to challenge the whiteness of rhetorical studies. An introduction of the remaining essays in this #RhetoricSoWhite forum concludes the introduction.  相似文献   

7.
This paper is part of a longer work on whiteness in post‐apartheid South Africa, which analyzes the discourses resistant to transformation in the country, labeled “white talk.” Based on a discourse analysis of the 2001 letters to the editor of Rapport newspaper, a national Afrikaans Sunday newspaper, this paper focuses on aspects of “white talk” within Afrikaans speaking South Africa.

Afrikaner whiteness has an affinity with subaltern whiteness, in that Afrikaners contended with the more powerful forces of the British Empire throughout their history. As a resistant whiteness, the whiteness of the Afrikaner has historically been rolled into ethnic/nationalistic discourse. The current moment in South African history presents a crisis to Afrikaner identity similar to the time of dislocation that saw the original discursive suturing of Afrikaner identity into nationalism. But now the worldview has imploded; Apartheid is the “other” of the New South Africa; Afrikaners are perceived to be in need of “rehabilitation.” Certain ethnic anxieties are pervasive, and the paper explores four of these. White talk in this context attempts to do two things: (1) to re‐inscribe the Afrikaner mythology that secured a special place for the Afrikaner in the political, economic, and social life of the country, so that the ground gained through the apartheid era of systematic Afrikaner advancement is not lost in the new social order, while (2) presenting Afrikanerdom as compatible with the New South Africa.  相似文献   

8.
In US v. Williams (2008), the Supreme Court upheld the PROTECT Act; this law's “pandering provision” prohibits the distribution and solicitation of child pornography, but does not distinguish between real child pornography and “virtual” child pornography (images that are digitally created or manipulated and do not depict a real child). Situating this case at the intersection of rhetorical studies of the law and queer studies, I read the Court's opinions as rhetorical and cultural texts that circulate a strategic figuration of the child that emphasizes its sexual purity, vulnerability, and whiteness, and disavows the queerness of childhood desires. I argue that the Court's decision virtualizes the figuration of the child through the performative “collateral speech” act, ultimately conflating virtual materials with real children. Furthermore, I contend that the language of the law, as it taxonomizes and disciplines illicit desires, also expresses desire through its passionate figurations of childhood innocence and adult sexual morality.  相似文献   

9.
With the rise of poststructuralist critiques of the autonomous subject, attention has shifted from the nature of “intentional persuasion” to the constitutive nature of discourse. Although this turn has led to valuable new insights into the nature of rhetoric, it also threatens to discount one of the most vital contributions of the rhetorical tradition—the nature of rhetorical invention. This essay seeks to recover the notion of invention by drawing from John Dewey's naturalistic interpretation of experience. In Dewey's framework, “consciousness” is neither the private contents of thought nor a point of articulation for social discourse, but a practice of manipulating public meanings as a means of responding to problematic situations. I then use Dewey's notion to advance the concept of a “rhetorical consciousness,” which I define in terms of the sophistical principles of imitatio and dissoi logoi. To demonstrate the pragmatic significance of this concept, I then show, through an analysis of Charles Darwin's notebooks, how Darwin employed his own rhetorical consciousness within his struggle to invent the revolutionary arguments that led up to his publication of On the Origin of Species. My hope is that this naturalistic interpretation of rhetorical invention will contribute to the ongoing project of cultivating a more intelligent, critical, and creative citizenry through the application of classical rhetorical principles to contemporary democratic forms of education in both the arts and sciences.  相似文献   

10.
The 1954 Brown v. Board of Education Supreme Court ruling remains a most prominent and influential event in one's perceptions of educational (in)equality. This research focuses on identity politics in education, paying special attention to whiteness as it manifests in a student‐centered university‐sponsored open‐forum public speaking event centering on the 50th anniversary of this landmark case. To this end, the authors develop and utilize the method of field‐text process analysis. By combining ethnography and rhetorical/textual criticism to form field‐text process analysis, they are able to scrutinize the process and event of the forum for the ways it both perpetuates and works against whiteness in its many manifestations.  相似文献   

11.
While researchers have studied how white silence protects white innocence and white ignorance, in this essay Barbara Applebaum explores a form of white silence that she refers to as “listening silence” in which silence protects white innocence but does not necessarily promote resistance to learning. White listening silence can appear to be a constructive pedagogical tool for teaching white students about their implication in the perpetuation of racism. The truth of white students' listening may make it seem as if silence promotes what George Yancy refers to as “tarrying” with a critique of whiteness. Applebaum argues, however, that white listening silence is itself a manifestation of complicity and needs to be disrupted. This examination expands discussions of white silence in the scholarship not by providing a formula for when silence is or is not pedagogically necessary, but rather by demonstrating that listening silence is not a form of “tarrying.” The first section examines the unique features of listening silence and the relationship between silence, ignorance, and innocence. The second section critically examines white listening silence in cross‐cultural dialogues and draws upon the work of Linda Martin Alcoff to argue that listening silence must be understood within the discursive context in which it is practiced. Finally, three implications of this emphasis on the discursive context for the role of silence in tarrying with the critique of whiteness are discussed.  相似文献   

12.
Abstract In a post‐9/11 world, where the politics of “us” versus “them” has reemerged under the umbrella of “terrorism,” especially in the United States, can we still envision an éducation sans frontières: a globalized and critical praxis of citizenship education in which there are no borders? If it is possible to conceive it, what might it look like? In this review essay, Awad Ibrahim looks at how these multilayered and complex questions have been addressed in three books: Peter McLaren and Ramin Farahmandpur’s Teaching Against Global Capitalism and the New Imperialism, Nel Noddings’s Educating Citizens for Global Awareness, and Gita Steiner‐Khamsi’s The Global Politics of Educational Borrowing and Lending. Ibrahim concludes that, through creating a liminal, dialogical space between humanism, environmentalism, materialism, philosophy, and comparative education, the authors in these books offer a critical pedagogy in which éducation sans frontières is possible — a project that is as visionary as it is hopeful.  相似文献   

13.
This essay presents genetic rhetorical criticism as an alternative methodology for the study of multi-versioned rhetorical works. In contrast to methodologies of textual authentication, which focus on the synchronic delivery of public address, genetic rhetorical criticism focuses on the diachronic movement of writing that both precedes and exceeds the work’s introduction to public history. It does so by affirming the value of unauthorized versions of rhetorical works, which deepen the field’s understanding of both particular rhetorical works and the textual dynamics of rhetoric. To support these claims, this essay reassesses the textual histories of both Abraham Lincoln’s “Gettysburg Address” and Kenneth Burke’s A Rhetoric of Motives. Engaging both works simultaneously shows that there are fundamental features of textuality that unite speech-centered and writing-centered rhetorical works. It also demonstrates that the textual histories of rhetorical works can support multiple scholarly interpretations.  相似文献   

14.
Campbell's reputation has suffered from modem conceptions that assume Aristotle's Rhetoric as the paradigm for rhetorical theory and from modern commitments to epistemic and dialogic rhetorics. A focus on the place of the passions and emotional appeal in Campbell's Philosophy of Rhetoric (POR) brings his achievement more clearly into view. The “sentiments, passions, dispositions,” three key terms in Campbell's definition of the “grand art of communication,” are an index to his consideration of non‐rational response, a consideration informed by a discussion of “the passions” in the moral psychology of the period and that culminates in Book II of Hume's Treatise on Human Nature. What emerges when POR is seen from this perspective has significance for our understanding of the relationship between reason and passion in persuasion and for our appreciation of POR, which is arguably the most coherent conception of rhetoric that we have.  相似文献   

15.
In education, we are concerned with the teaching and learning of subjects, but the word “subject” can refer to the discipline being studied as well as the individual who is studying. In this essay, Teresa Strong‐Wilson explores this “double entendre” (which William Pinar refers to as the “double consciousness”) of curriculum studies through the analogy afforded by German author‐in‐exile W. G. Sebald's working through of difficult subjects by way of semi‐autobiographical writing that takes the form of an “invisible subject”: a preoccupation with an unnamed injustice entangled with his own upbringing. Curriculum theory, as currere, has foregrounded the autobiographical. While the place of autobiography in curriculum studies has often been taken to mean writing (especially of a confessional sort), currere is more an allegorical method of study, of intellectual engagement, of learning through reading and writing, and of teaching so as to open spaces for agency. Strong‐Wilson suggests that Sebald can provide a strong example for us in curriculum studies of how to ethically bring into being an allegorical, autobiographical practice focused on “invisible” subjects of deep concern.  相似文献   

16.
“Dialectical disorientation” is a rhetorical form that creates uncertainty and ambiguity through confrontation between two competitive but complementary orientations. This essay examines its dynamics in four films addressing the war in Vietnam: The Deer Hunter, Apocalypse Now, Platoon, and Full Metal Jacket. We argue that the works subvert traditional American war mythology. The films present the war as destructive rather than regenerative and purposeless rather than meaningful. This divisive scene creates a context in which principles governing behavior in war—militarism and moralism—become inoperative. The essay first details the development of disorientation in the films and then examines the rhetorical and social implications of the analysis.  相似文献   

17.
This essay conceptualizes “toxic portraits,” close-up, in situ photographs of people in toxically assaulted places. Toxic portraits articulate the multiple invisibilities attending environmental injustice through a series of visible indexical signs. As a result, toxic portraits enable spectators to see the precariousness of life as dramatized in human relationships to the environments in which we live. Drawing on the “subjunctive voice of the visual” as a rhetorical heuristic, I conceptualize the productive space created by toxic portraits and ultimately argue that these images invite an ethically inflected response to the dangers of living in a polluted world.  相似文献   

18.
This essay theorizes dissensual democracy as an event that requires both demonstration and critique of doxai. Jacques Rancière joins many theorists in rhetorical studies by arguing that democratic doxa is necessary for transformative collective politics. But Rancière famously dismisses the possibility that post-ideological approaches such as “critical rhetoric“ might contribute to democracy. Critique, however, has an important role to play in dissensual democracy. The political rhetoric of the anti-corporate Move to Amend shows how both demonstrations and critiques of doxai are required to produce the appearance of a democratic subject of enunciation, which, I argue, is a type of Deleuzean sense-event.  相似文献   

19.
J. M. Barrie's 1922 address Courageconstitutes a paradoxical rhetorical text. In his oratorical debut, Barrie offered seniors at St. Andrews poignant and explicit advice concerning life's liminal passages, even as he carefully obfuscated his own identity. This essay offers two readings of the text to illuminate an alternative relationship between text and context in rhetorical criticism. The first interpretation focuses on the obvious textual paradox related to liminality. The second reading moves from the “textual context” to the social and ideological context, and argues that working within the address is the rhetorical form of “the closet.” Recontextualizing Barrie's address from within “the closet,” renders visible a second “invisible context” related to homosexuality, opening a new interpretive doorway for the critic.  相似文献   

20.
This essay begins with the observation that the term “voice” is frequently used in rhetorical studies literature. Interestingly, rhetorical “voice” means different things to different scholars. This essay seeks to accomplish two tasks related to “voice.” First, it clarifies the conceptual confusion regarding “voice” found in the literature by relating it to a tension between “speaking” and “language.” Second, to avoid this tension, this essay presents a case study in which a notion of “voice” is posited that is constitutive of the public acknowledgment of the ethical and emotional dimensions of public discourse.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号