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.
Hindman, Jane, "Writing an Important Body of Scholarship: A Proposal for an Embodied Rhetoric of Professional Practice" (2002). CUNY Academic Works.