Publications and Research
Document Type
Article
Publication Date
Winter 2002
Abstract
Identifies a set of professional discursive practices of rhetoric teachers that reveal gendered power relations. Proposes an "embodied rhetoric" characterized and authorized in part by specific sorts of personal author- and context-saturated gestures. Concludes that an embodied rhetoric regenders academic discourse, assures agency and power to feminist theory and praxis, and facilitates efforts to effect change in teachers and students' lives.
Comments
This article was originally published in JAC: A Journal of Composition Theory