Date of Award
Program or Major
Doctor of Philosophy
While recognizing the value of traditional argument, many teacher-scholars have begun to challenge the primacy of antagonistic debate in college classrooms. In "Teaching Toward Understanding: Feminist Rhetorical Theories and Pedagogies in the College Composition Classroom," I maintain that the inclusion of invitational rhetoric, embodied rhetoric, and rhetorical listening as classroom content, coupled with the translation of these theories into pedagogical practice, can both challenge and expand current approaches to the teaching of writing and rhetoric. Furthermore, by offering alternatives to antagonistic debate, these rhetorical theories encourage productive and ethical forms of discourse, promoting more successful cross-cultural communication both in the classroom and in the larger civic realm.
Knoblauch, Alison A., "Teaching toward understanding: Feminist rhetorical theories and pedagogies in the college composition classroom" (2008). Doctoral Dissertations. 445.