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Precarious Positions: Toward A Theory And Analysis Of Rhetorical Vulnerability, David Riche
Precarious Positions: Toward A Theory And Analysis Of Rhetorical Vulnerability, David Riche
LSU Doctoral Dissertations
In this project, I develop a framework for treating rhetoric as a system for managing vulnerabilities to and through discourse. I contend that, through rhetoric, we are all put into a fundamentally precarious position, an unavoidable state of exposure to material, social, institutional, and rhetorical forces that work to condition us as both agents and audiences. Rhetoric is not simply something we use; it is also something that we respond to, something to which we are continuously exposed, whether we like it or not. There is, in other words, a necessary concern for vulnerability at the heart of rhetorical theory …
In Spite Of Yourself : The Asignifying Force Of Humor And Laughter, Kevin Michael Casper
In Spite Of Yourself : The Asignifying Force Of Humor And Laughter, Kevin Michael Casper
LSU Doctoral Dissertations
In Spite of Yourself: The Asignifying Force of Humor and Laughter calls upon the interruptive moments of uncontrollable laughter to challenge rhetoric’s historical treatment of humor and laughter. Anyone who has ever suffered a fit of hysterical laughter at precisely the wrong moment, or has begun to laugh spontaneously at an inappropriate joke before stopping short, can attest to laughter’s uniquely uncontrollable force. Beyond all reason and control, laughter interrupts us and reminds us of the limits of the human subject. Because laughter does not signify meaning in the traditional communicative sense, it exerts an asignifying force irreducible to the …
Minding The Gap : A Rhetorical History Of The Achievement Gap, Laura Elizabeth Jones
Minding The Gap : A Rhetorical History Of The Achievement Gap, Laura Elizabeth Jones
LSU Doctoral Dissertations
Minding the Gap: A Rhetorical History of the Achievement Gap arose as an inquiry into the rhetorical congestion around the phrase achievement gap in public discourse. Having been used in support of multiple, often competing, education agendas, the phrase seems versatile almost to the point of emptiness, and yet it seemingly retains its persuasive power. Examining the history of the phrase, I reveal that the notion of the achievement gap is rooted in the logic of segregation and the rhetoric of disability, and serves to construct students in ways that paradoxically undermine efforts to expand access to educational opportunity. Although …