Critical Rhetoric and Pedagogy: (Re)Considering Student-Centered Dialogue [9]
论文作者:Cathy B. Glenn 论文属性:短文 essay登出时间:2009-04-07编辑:刘宝玲点击率:30923
论文字数:6000论文编号:org200904070950182936语种:中文 Chinese地区:中国价格:$ 33
关键词:Critical Rhetoric and PedagogyStudent-Centered Dialoguemaster narrativesdemocratic cultureprinciple aim
. 104) and, as such, provides the basis on which an evaluation of discursive power is possible. With this grounding, Dr. Wolf's critique acts as a way to connect mediated images with material effects in her lived experiences and, by extension, her students' lifeworlds. As McKerrow suggests, “Rather than focusing on questions of ‘truth' or ‘falsity,’ a view of rhetoric as doxastic allows the focus to shift to how the symbols come to posses power—what they ‘do' in society as contrasted to what they ‘are'” (p. 104). The shift in focus to what mediated images do in society, facilitated by Dr. Wolf's doxastic rhetoric, helps to connect to students in ways that are more personal and, in the process, prompts a level of commitment to the topics in this class.
Notably, in this context, the level of self-disclosure as part of the critique also acts as a way to bridge the affective gap between Dr. Wolf and the large number of students in her classroom. A sense of intimacy is created when Dr. Wolf relates a story that includes aspects of her own life experience with which nearly all students can relate: feelings of insecurity, marginalization, negative self-concept, and personal pain. They can see reflected parts of themselves in her portrayal of her own personal experiences and development. The level of connection this creates with her students enables Dr. Wolf to maintain an environment that nurtures a feeling of safety in which her students are free to critically explore various aspects of the concepts presented in BECA 422.
Finally, McKerrow points out that critical rhetoric, like any other discourse, is material; in this sense, then, critique is constitutive. This in no way denies ostensibly non-discursive materiality, McKerrow clarifies; instead, his point is that critical judgments about material constraints happen in discursive processes. It is this critical discourse, McKerrow argues, that construct the conditions for the possibility of critically informed sociopolitical judgments and that open up the potential for material sociopolitical transformation. Dr. Wolf's critique of mediated body images engages her students in a way that includes them in that construction of those transformative possibilities. Her students, by connecting with Dr. Wolf's personal experiences as they relate to the subject matter in class, are prompted to begin questioning how that same subject matter affects them, as well. This critical engagement lends a sense of immediacy to the lecture and helps facilitate critical consciousness development for her students without their discourse being central.
Participation Assignments
In a unit on news coverage (10/27/99), Dr. Wolf begins the class session with a participation assignment: a current events survey. The first question on the survey is, “What is going on in East Timor?” She spells the name for those who seem to be confused by the question, then she moves on to different questions: How do people in Iraq label their ethnic group? What is the capital city of Iraq? What is the name of one other city in Iraq besides the capital? What does the terrain/land look like in Iraq? What is the weather like in Iraq? Can you name a body of water in this country? What form of government will you find there? Is there a Head of State in Iraq and what is his/her title? What percentage of the population of the Iraqi people lives in the cities? During the process of asking the questions, Dr. Wolf takes on a demanding, almost agg
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