The house that Jill built : a review of feminist approaches to teaching argument in the composition classroom

Congruent with the second wave of feminism and continuing into the 1990s, a group of feminist compositionists felt that argument should not have a major, if any, place in the feminist classroom and began to redefine, revision, and reposition argument. With a rhetorician’s bias, this report looks at...

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Main Author: Ludlow, Marcee Monroe
Format: Others
Language:English
Published: 2010
Subjects:
Online Access:http://hdl.handle.net/2152/ETD-UT-2009-08-300
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spelling ndltd-UTEXAS-oai-repositories.lib.utexas.edu-2152-ETD-UT-2009-08-3002015-09-20T16:53:58ZThe house that Jill built : a review of feminist approaches to teaching argument in the composition classroomLudlow, Marcee MonroefeminismargumentrhetoriccompositionpedagogyviolencecollaborationconflictagonismmaieuticCongruent with the second wave of feminism and continuing into the 1990s, a group of feminist compositionists felt that argument should not have a major, if any, place in the feminist classroom and began to redefine, revision, and reposition argument. With a rhetorician’s bias, this report looks at one articulation of why they turned away from argument—Sally Miller Gearhart’s claim that “any intent to persuade is an act of violence”—, what they turned to, some critique surrounding their approaches and theories, and how a broader understanding of rhetoric and the role of agonism in rhetoric and education can add depth to the feminist approach.text2010-06-04T14:46:31Z2010-06-04T14:46:31Z2009-082010-06-04T14:46:31ZAugust 2009thesisapplication/pdfhttp://hdl.handle.net/2152/ETD-UT-2009-08-300eng
collection NDLTD
language English
format Others
sources NDLTD
topic feminism
argument
rhetoric
composition
pedagogy
violence
collaboration
conflict
agonism
maieutic
spellingShingle feminism
argument
rhetoric
composition
pedagogy
violence
collaboration
conflict
agonism
maieutic
Ludlow, Marcee Monroe
The house that Jill built : a review of feminist approaches to teaching argument in the composition classroom
description Congruent with the second wave of feminism and continuing into the 1990s, a group of feminist compositionists felt that argument should not have a major, if any, place in the feminist classroom and began to redefine, revision, and reposition argument. With a rhetorician’s bias, this report looks at one articulation of why they turned away from argument—Sally Miller Gearhart’s claim that “any intent to persuade is an act of violence”—, what they turned to, some critique surrounding their approaches and theories, and how a broader understanding of rhetoric and the role of agonism in rhetoric and education can add depth to the feminist approach. === text
author Ludlow, Marcee Monroe
author_facet Ludlow, Marcee Monroe
author_sort Ludlow, Marcee Monroe
title The house that Jill built : a review of feminist approaches to teaching argument in the composition classroom
title_short The house that Jill built : a review of feminist approaches to teaching argument in the composition classroom
title_full The house that Jill built : a review of feminist approaches to teaching argument in the composition classroom
title_fullStr The house that Jill built : a review of feminist approaches to teaching argument in the composition classroom
title_full_unstemmed The house that Jill built : a review of feminist approaches to teaching argument in the composition classroom
title_sort house that jill built : a review of feminist approaches to teaching argument in the composition classroom
publishDate 2010
url http://hdl.handle.net/2152/ETD-UT-2009-08-300
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