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ERIC Number: ED316890
Record Type: Non-Journal
Publication Date: 1989-Nov
Pages: 14
Abstractor: N/A
Reference Count: N/A
Implementing Feminist Pedagogy in the Rhetorical Criticism Course.
Foss, Sonja K.
A course was designed around three major questions: (1) what is the relationship between rhetoric and its context; (2) how does the message construct a particular reality for the audience and the rhetor; and (3) what does the rhetorical artifact suggest about the rhetor? Feminist criticism is used as one of the three methods that focus on the first question. The unit involves three steps: analysis of the conception of gender presented in the rhetorical artifact, discovery of the effects of the artifact's conception of gender on the audience, and discussion of how the artifact may be used to improve women's lives. A four-step method is used to cover the unit: a lecture explaining the method, an in-class analysis of two or three rhetorical artifacts, the reading by students of critical essays in which the method has been used, and the writing by students of their own short essays of criticism, analyzing artifacts of their choice, using the method being studied. Two problems encountered when teaching this unit are the students' varying commitments to feminism and whether the teacher is doing students a disservice by teaching them feminist criticism. The inclusion of feminist criticism as a part of the rhetorical criticism course places special and difficult demands on the professor. (Two samples of feminist criticism are attached.) (MG)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive; Guides - Classroom - Teacher
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A