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Dissertation
Why and How to Teach in the Social Justice Age of Composition
Washington State University
Doctor of Philosophy (PhD), Washington State University
01/2021
DOI:
https://doi.org/10.7273/000005428
Handle:
https://hdl.handle.net/2376/119592
Abstract
In March 2019, Asao Inoue ushered scholars in rhetoric and composition into the Social Justice Age of Composition. In this dissertation, Nawabi analyzes what it means to be in the Social Justice Age of Composition. Using Foucauldian archaeology and genealogy as the primary methodology, this project begins with a proposed teaching framework for First-Year Composition courses (FYC) that meets conventional and standardized outcomes and goals for FYC and a literature review on social justice as it synthesizes scholarship in social justice and rhetoric and composition to pinpoint two primary values: 1) radical accessibility and inclusion and 2) authentic adaptability. By examining the work of rhetoric and composition scholars in feminism, racism, queer theory, disability, indigenous rhetorics, and critical theory, this project identifies how these scholars 1) identify exclusivity in a knowledge framework or multiple knowledge frameworks, 2) increase access to those knowledge frameworks, and 3) include marginalized perspectives into what the dominant knowledge framework deems “valid”. Nawabi then reviews scholarship in reflection, writing-to-learn, and rhetorical genre studies to pinpoint the ways composers can have conscious rhetorical sovereignty in the author function, as opposed to composers assimilating into the written and unwritten rules of their target discourse community. By emphasizing both pre-composing and post-composing reflections, composers’ primary language and identity is treated as a valid part of the composing process, allowing composers to have conscious rhetorical sovereignty to authentically adapt to various rhetorical situations. What makes this project a unique contribution to the field is why and how pre and post composing reflections can achieve the goals of the Social Justice Age of Composition: 1) radical accessibility and inclusion and 2) authentic adaptability.
Through radical inclusivity and accessibility, composers challenge the marginalization and cultural imperialism categories of oppression. Through authentic adaptability, composers challenge the powerlessness, violence, and exploitation categories of oppression. Nawabi begins and finalizes this project by offering a four-step, recursive teaching framework to fulfill these values named, “the Inclusive Model of Teaching in the Social Justice Age of Composition”.
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Details
- Title
- Why and How to Teach in the Social Justice Age of Composition
- Creators
- Edrees Nawabi
- Contributors
- Robert Eddy (Advisor)Todd Butler (Committee Member)Patty Wilde (Committee Member)
- Awarding Institution
- Washington State University
- Academic Unit
- Department of English
- Theses and Dissertations
- Doctor of Philosophy (PhD), Washington State University
- Publisher
- Washington State University
- Number of pages
- 162
- Identifiers
- 99900592361501842
- Language
- English
- Resource Type
- Dissertation