Composing Feminist Interventions: Activism, Engagement, Praxis
- Pedagogy, rhetoric and composition, rhetorical theory, writing to engage, reform, community, social change, feminist theory
Edited by Kristine L. Blair and Lee Nickoson
Copy edited by Brandy Bippes. Designed by Mike Palmquist.
This edited collection offers self-reflexive, critical accounts of how feminist writing studies scholars variously situated within rhetoric, composition, and literacy studies plan, implement, examine, and represent community-based inquiry and pedagogy. Readers will gain insight into the hows and whys involved with this important disciplinary work. Sharing a commitment to social change, the twenty-one chapter discussions and five course designs complicate and continue to evolve possibilities for how we conceptualize writing research and teaching as deeply collaborative, inclusive, and reciprocal practices.
Table of Contents
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Introduction. Researching and Teaching Community as a Feminist Intervention, Kristine L. Blair and Lee Nickoson
DOI: 10.37514/PER-B.2018.0056.1.3
Part 1. Methodology
Chapter 1. Post-Research Engagement: An Argument for Critical Examination of Researcher Roles after Research Ends, Megan Adams
DOI: 10.37514/PER-B.2018.0056.2.01
Chapter 2. Reciprocity as Epicenter: An 'After-Action Review,' Mariana Grohowski, Megan Adams
DOI: 10.37514/PER-B.2018.0056.2.02
Chapter 3. Methodology & Accountability: Tracking Our Movements as Feminist Pedagogues, Emily Ronay Johnston, Megan Adams
DOI: 10.37514/PER-B.2018.0056.2.03
Chapter 4. Listening to Research as a Feminist Ethos of Representation, Lauren Rosenberg and Emma Howes, Megan Adams
DOI: 10.37514/PER-B.2018.0056.2.04
Chapter 5. Funding Geography: The Legacy of Female-Run Settlement Culture for Contemporary Feminist Place-Based Pedagogy Initiatives, Liz Rohan, Megan Adams
DOI: 10.37514/PER-B.2018.0056.2.05
Part 2. Partnerships
Chapter 6. Building Engaged Interventions in Graduate Education, Keri E. Mathis and Beth A. Boehm, Megan Adams
DOI: 10.37514/PER-B.2018.0056.2.06
Chapter 7. Learning Together Through Campus-Community Partnerships, Jenn Brandt and Cara Kozma, Megan Adams
DOI: 10.37514/PER-B.2018.0056.2.07
Chapter 8. Crafting Partnerships: Exploring Student-Led Feminist Strategies for Community Literacy Projects, Kelly Concannon, Mustari Akhi, Morgan Musgrove, Kim Lopez, and Ashley Nichols, Megan Adams
DOI: 10.37514/PER-B.2018.0056.2.08
Chapter 9. Ohio Farm Stories: A Feminist Approach to Collaboration, Conversation, and Engagement, Christine Denecker and Sarah Sisser, Megan Adams
DOI: 10.37514/PER-B.2018.0056.2.09
Chapter 10. Literacy Sponsorship as a Process of Translation: Using Actor-Network Theory to Analyze Power within Emergent Relationships at Family Scholar House, Kathryn Perry
DOI: 10.37514/PER-B.2018.0056.2.10
Chapter 11. Knotworking Collaborations: Fostering Community Engaged Teachers and Scholars, Mary P. Sheridan, Megan Adams
DOI: 10.37514/PER-B.2018.0056.2.11
Part 3. Activism
Chapter 12. Women-Only Bicycle Rides and Freedom of Movement: How Online Communicative Practices of Local Community Managers Support Feminist Interventions, Angela Crow
DOI: 10.37514/PER-B.2018.0056.2.12
Chapter 13. Literacy, Praxis and Participation in Environmental Deliberation, Barbara George
DOI: 10.37514/PER-B.2018.0056.2.13
Chapter 14. The Viability of Digital Spaces as Sites for Transnational Feminist Action and Engagement: Why We Need to Look at Digital Circulation, Jessica Ouellette
DOI: 10.37514/PER-B.2018.0056.2.14
Chapter 15. Advocating "Active" Intersectionality Through a Comparison of Two Slutwalks, Jacqueline Schiappa
DOI: 10.37514/PER-B.2018.0056.2.15
Chapter 16. A Peek Inside the Master's House: The Tale of Feminist Rhetorician as Candidate for U.S. Congress, Angela K. Zimmann
DOI: 10.37514/PER-B.2018.0056.2.16
Part 4. Praxis
Chapter 17. Pedagogical Too-Muchness: A Feminist Approach to Community-Based Learning, Multi-Modal Composition, Social Justice Education, and More, Beth Godbee
DOI: 10.37514/PER-B.2018.0056.2.17
Chapter 18. Trans/feminist Practice of Collaboration in the Art Activism Classroom, Ames Hawkins and Joan Giroux
DOI: 10.37514/PER-B.2018.0056.2.18
Chapter 19. Coming Out as Other in the Graduate Writing Classroom: Feminist Pedagogical Moves for Mentoring Community Activists, Jess Tess, Trixie G. Smith, and Katie Manthey
DOI: 10.37514/PER-B.2018.0056.2.19
Chapter 20. Safely Social: User-Centered Design and Difference Feminism, Douglas M. Walls, Brandy Dieterle, and Jennifer Roth Miller
DOI: 10.37514/PER-B.2018.0056.2.20
Chapter 21. The Unheard Voices of Dissatisfied Clients: Listening to Community Partners as Feminist Praxis, Danielle M. Williams
DOI: 10.37514/PER-B.2018.0056.2.21
Part 5. Course Designs
Chapter 22. "We Write to Serve": The Intersections of Service Learning, Grant Writing, and the Feminist Rhetorical Agency, Florence Elizabeth Bacaba
DOI: 10.37514/PER-B.2018.0056.2.22c
Chapter 23. Making the Political Personal Again: Strategies for Addressing Student Resistance to Feminist Intervention, Julie Myatt Barger
DOI: 10.37514/PER-B.2018.0056.2.23
Chapter 24. "Because your heart breaks and it moves to action": Digital Storytelling Beyond the Gate, Stephanie Bower
DOI: 10.37514/PER-B.2018.0056.2.24
Chapter 25. Feminist Activism in the Core: Student Activism in Theory and Practice, Katherine Fredlund
DOI: 10.37514/PER-B.2018.0056.2.25
Chapter 26. Rhetorical Interventions: A Project Design for Composing and Editing Wikipedia Articles, Julie D. Nelson
DOI: 10.37514/PER-B.2018.0056.2.26
Afterword, Krista Ratcliffe
DOI: 10.37514/PER-B.2018.0056.3.2
About the Editors
Kristine L. Blair is Professor of English and Dean of the College of Liberal Arts and Social Sciences at Youngstown State University. Throughout her career, she has taught courses in digital composing, research methods, scholarly publication, and media and cultural studies. In addition to her publications in the areas of gender and technology, online learning, and graduate student mentoring, Blair currently serves as editor of Computers and Composition print and online.
Lee Nickoson is Associate Professor of English and Director of the General Studies Writing Program at Bowling Green State University. Her teaching experiences and interests span undergraduate and graduate courses and include a shared investment in collaborating with student writers in investigations of writing as a form of activism. In her research, she employs a feminist approach to inquiry that celebrates collaboration, reciprocity, and thoughtful play.
Publication Information: Blair, Kristine L., & Lee Nickoson. (2018). Composing Feminist Interventions: Activism, Engagement, Praxis. The WAC Clearinghouse; University Press of Colorado. https://doi.org/10.37514/PER-B.2018.0056
Web Publication Date: June 19, 2018
Print Publication Date: January 17, 2019
ISBN: 978-1-64215-005-6 (PDF) | 978-1-64215-008-7 (ePub) | 978-1-60732-865-0 (pbk.)
DOI: 10.37514/PER-B.2018.0056
Contact Information:
Kristine L Blair: klblair@ysu.edu
Lee Nickoson: leenick@bgsu.edu
Perspectives on Writing
Series Editors: Susan H. McLeod, University of California, Santa Barbara; Rich Rice, Texas Tech University
This book is available in whole and in part in Adobe's Portable Document Format (PDF). It is also available in a low-cost print edition from our publishing partner, the University Press of Colorado.
Copyright © 2018 Kristine L. Blair and Lee Nickoson. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 International License. 528 pages, with notes, illustrations, and bibliographies. This book is available in print from University Press of Colorado as well as from any online or brick-and-mortar bookstore. Available in digital format for no charge on this page at the WAC Clearinghouse. You may view this book. You may print personal copies of this book. You may link to this page. You may not reproduce this book on another website.