Disruptive pedagogies for archival research
In a cultural moment when institutional repositories carry valuable secrets to the present and past, this collection argues for the critical, intellectual, and social value of archival instruction. Graban and Hayden and 37 other contributors examine how undergraduate and graduate courses in rhetoric, history, community literacy, and professional writing can successfully engage students in archival research in its many forms, and successfully model mutually beneficial relationships between archivists, instructors, and community organizations.
Combining new and established voices from related fields, each of the book’s three sections includes a range of form-disrupting pedagogies. Section I focuses on how approaching the archive primarily as text fosters habits of mind essential for creating and using archives, for critiquing or inventing knowledge-making practices, and for being good stewards of private and public collections. Section II argues for conducting archival projects as collaboration through experiential learning and for developing a preservationist consciousness through disciplined research. Section III details praxis for revealing, critiquing, and intervening in historic racial omissions and gaps in the archives in which we all work.
Ultimately, contributors explore archives as sites of activism while also raising important questions that persist in rhetoric and composition scholarship, such as how to decolonize research methodologies, how to conduct teaching and research that promote social justice, and how to shift archival consciousness toward more engaged notions of democracy. This collection highlights innovative classroom and curricular course models for teaching with and through the archives in rhetoric and composition and beyond.
In Women’s Irony: Rewriting Feminist Rhetorical Histories, author Tarez Samra Graban synthesizes three decades of feminist scholarship in rhetoric, linguistics, and philosophy to present irony as a critical paradigm for feminist rhetorical historiography that is not linked to humor, lying, or intention. Using irony as a form of ideological disruption, this innovative approach allows scholars to challenge simplistic narratives of who harmed, and who was harmed, throughout rhetorical history.
Three case studies of women’s political discourse between 1600 and 1900—examining the work of Anne Askew, Anne Hutchinson, and Helen M. Gougar—demonstrate how reading historical texts ironically complicates the theoretical relationships between women and agency, language and history, and archival location and memory. Interwoven throughout are shorter case studies from twentieth-century performances, revealing irony’s consciousness-raising potential for the present and the future.
Ultimately, Women’s Irony suggests alternative ways to question women’s histories and consider how contemporary feminist discourse might be better historicized. Graban challenges critical methods in rhetoric, asking scholars in rhetoric and its related disciplines—composition, communication, and English studies—to rethink how they produce historical knowledge and use archives to recover women’s performances in political situations.
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