Pub Date : 2022-08-26DOI: 10.1080/1041794X.2022.2117403
Mollie K. Murphy
ABSTRACT This article examines three texts in which Dolores Huerta, a highly influential yet understudied social justice activist, addressed privileged audiences of potential allies to the United Farm Workers movement. I argue that Huerta constructed farm workers as holding standpoint – privileged knowledge of power structures acquired through oppression – as a strategy for inciting audience action. Accepting farm workers as having standpoint served as a precondition for Huerta’s audience members to embody her constructed second rather than third persona. This analysis illustrates standpoint as rhetorically and politically valuable to social justice efforts while contributing to extant scholarship on Dolores Huerta’s rhetoric.
{"title":"Granting Standpoint as a Strategy for Promoting Social Justice Activism: An Analysis of Dolores Huerta’s Rhetoric","authors":"Mollie K. Murphy","doi":"10.1080/1041794X.2022.2117403","DOIUrl":"https://doi.org/10.1080/1041794X.2022.2117403","url":null,"abstract":"ABSTRACT This article examines three texts in which Dolores Huerta, a highly influential yet understudied social justice activist, addressed privileged audiences of potential allies to the United Farm Workers movement. I argue that Huerta constructed farm workers as holding standpoint – privileged knowledge of power structures acquired through oppression – as a strategy for inciting audience action. Accepting farm workers as having standpoint served as a precondition for Huerta’s audience members to embody her constructed second rather than third persona. This analysis illustrates standpoint as rhetorically and politically valuable to social justice efforts while contributing to extant scholarship on Dolores Huerta’s rhetoric.","PeriodicalId":46274,"journal":{"name":"Southern Communication Journal","volume":"82 2 1","pages":"476 - 487"},"PeriodicalIF":0.6,"publicationDate":"2022-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80758732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-24DOI: 10.1080/1041794X.2022.2115540
Taylor Katz
ABSTRACT Founded in 1845 to defend the appointment of slaveholders to missionary posts, the Southern Baptist Convention’s origins complicate its efforts to communicate its history to its members. Developing a public memory-based approach to persona criticism, this essay analyzes a 2006 documentary entitled “Forged by Faith: The Early Years.” By selectively narrating SBC history to construct a “legacy of compassion,” the documentary offers a harmful post-racial ideology to its auditors. The video’s substantive claims and stylistic tokens construct Southern Baptist commitments to personal freedom, church autonomy, and cooperation while minimizing historical commitments to slavery and negating African American history. This essay proposes persona criticism as an innovative method for critiquing the ideology-shaping work performed by audiovisual memory texts such as documentaries.
{"title":"Selective Compassion: Public Memory, Persona, and “The Early Years” of the Southern Baptist Convention","authors":"Taylor Katz","doi":"10.1080/1041794X.2022.2115540","DOIUrl":"https://doi.org/10.1080/1041794X.2022.2115540","url":null,"abstract":"ABSTRACT Founded in 1845 to defend the appointment of slaveholders to missionary posts, the Southern Baptist Convention’s origins complicate its efforts to communicate its history to its members. Developing a public memory-based approach to persona criticism, this essay analyzes a 2006 documentary entitled “Forged by Faith: The Early Years.” By selectively narrating SBC history to construct a “legacy of compassion,” the documentary offers a harmful post-racial ideology to its auditors. The video’s substantive claims and stylistic tokens construct Southern Baptist commitments to personal freedom, church autonomy, and cooperation while minimizing historical commitments to slavery and negating African American history. This essay proposes persona criticism as an innovative method for critiquing the ideology-shaping work performed by audiovisual memory texts such as documentaries.","PeriodicalId":46274,"journal":{"name":"Southern Communication Journal","volume":"69 1","pages":"448 - 460"},"PeriodicalIF":0.6,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76032106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-24DOI: 10.1080/1041794X.2022.2115541
D. N. Aboagye
{"title":"Deplorable: The Worst Presidential Campaigns From Jefferson To Trump","authors":"D. N. Aboagye","doi":"10.1080/1041794X.2022.2115541","DOIUrl":"https://doi.org/10.1080/1041794X.2022.2115541","url":null,"abstract":"","PeriodicalId":46274,"journal":{"name":"Southern Communication Journal","volume":"93 1","pages":"504 - 507"},"PeriodicalIF":0.6,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73738835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-22DOI: 10.1080/1041794X.2022.2115120
Nicholas Lepp
ABSTRACT I argue that the gay teenage coming-of-age films Love, Simon and Alex Strangelove enact two conservative gendered representations. First, both films portray a post-feminist, single-issue LGBTQ allyship which rationalizes a male-centered understanding of coming out at the expense of the girl best friend. Second, both movies display gendered spatial arrangements which reify problematic gender dynamics by physically displacing the girl best friend with the lead’s new boyfriend. While both films ought to be celebrated for their portrayal of positive environments for closeted teenagers to come out into, they simultaneously deliver narratives which should be further investigated by rhetoricians and media theorists. This essay invites scholars to interrogate gay teenage coming-of-age movies to better understand coming out in the modern era.
{"title":"Confession, Coming Out, and Postfeminism: Gendered Representations in Love, Simon and Alex Strangelove","authors":"Nicholas Lepp","doi":"10.1080/1041794X.2022.2115120","DOIUrl":"https://doi.org/10.1080/1041794X.2022.2115120","url":null,"abstract":"ABSTRACT I argue that the gay teenage coming-of-age films Love, Simon and Alex Strangelove enact two conservative gendered representations. First, both films portray a post-feminist, single-issue LGBTQ allyship which rationalizes a male-centered understanding of coming out at the expense of the girl best friend. Second, both movies display gendered spatial arrangements which reify problematic gender dynamics by physically displacing the girl best friend with the lead’s new boyfriend. While both films ought to be celebrated for their portrayal of positive environments for closeted teenagers to come out into, they simultaneously deliver narratives which should be further investigated by rhetoricians and media theorists. This essay invites scholars to interrogate gay teenage coming-of-age movies to better understand coming out in the modern era.","PeriodicalId":46274,"journal":{"name":"Southern Communication Journal","volume":"1 1","pages":"418 - 431"},"PeriodicalIF":0.6,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82192131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-09DOI: 10.1080/1041794X.2022.2108889
T. Wagner, Narissra Maria Punyanunt-Carter, Elizabeth McCarthy
ABSTRACT Romantic partners expect and follow implicit rules for flirtatious texting. This mixed-methods exploratory study reviewed survey data and content analyzed flirtatious texts from 200 participants to discover specific communication rules and the level of flirtatious texting similarity. Each participant uploaded five to seven screenshots of recent flirtatious texts for analysis. Coding included similarity in emoji use, message length, timing, and the number of texts sent. Results from the quantitative survey, open-ended questions, and coding of 1042 uploaded screenshots revealed that communicators desire and provide a high degree of similarity when flirting, including emoji use as well as the length, frequency, and timing of texts.
{"title":"Rules, Reciprocity, and Emojis: An Exploratory Study on Flirtatious Texting with Romantic Partners","authors":"T. Wagner, Narissra Maria Punyanunt-Carter, Elizabeth McCarthy","doi":"10.1080/1041794X.2022.2108889","DOIUrl":"https://doi.org/10.1080/1041794X.2022.2108889","url":null,"abstract":"ABSTRACT Romantic partners expect and follow implicit rules for flirtatious texting. This mixed-methods exploratory study reviewed survey data and content analyzed flirtatious texts from 200 participants to discover specific communication rules and the level of flirtatious texting similarity. Each participant uploaded five to seven screenshots of recent flirtatious texts for analysis. Coding included similarity in emoji use, message length, timing, and the number of texts sent. Results from the quantitative survey, open-ended questions, and coding of 1042 uploaded screenshots revealed that communicators desire and provide a high degree of similarity when flirting, including emoji use as well as the length, frequency, and timing of texts.","PeriodicalId":46274,"journal":{"name":"Southern Communication Journal","volume":"81 1","pages":"461 - 475"},"PeriodicalIF":0.6,"publicationDate":"2022-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78663949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-07DOI: 10.1080/1041794X.2022.2108890
Allie White, Sara LaBelle
ABSTRACT This study sought to better understand the impact of the COVID-19 pandemic on college instructors’ professional and personal well-being. Specifically, this study explored whether new communicative roles emerged in instructor-student communication about mental health. Additionally, it investigated associations among instructors’ communicative roles and their experiences of burnout, teaching satisfaction, and mental health indicators (i.e., depression, anxiety, and stress). Results of independent-samples t-tests (N = 140) suggest that instructors identifying as empathic listeners experience higher rates of depression, anxiety, and stress than instructors identifying as a referral source for students expressing mental health concerns. The implications of these findings are discussed.
{"title":"Instructor-Student Communication about Mental Health during the COVID-19 Pandemic: Exploring Differences in Instructors’ Professional and Personal Outcomes","authors":"Allie White, Sara LaBelle","doi":"10.1080/1041794X.2022.2108890","DOIUrl":"https://doi.org/10.1080/1041794X.2022.2108890","url":null,"abstract":"ABSTRACT This study sought to better understand the impact of the COVID-19 pandemic on college instructors’ professional and personal well-being. Specifically, this study explored whether new communicative roles emerged in instructor-student communication about mental health. Additionally, it investigated associations among instructors’ communicative roles and their experiences of burnout, teaching satisfaction, and mental health indicators (i.e., depression, anxiety, and stress). Results of independent-samples t-tests (N = 140) suggest that instructors identifying as empathic listeners experience higher rates of depression, anxiety, and stress than instructors identifying as a referral source for students expressing mental health concerns. The implications of these findings are discussed.","PeriodicalId":46274,"journal":{"name":"Southern Communication Journal","volume":"18 1","pages":"432 - 447"},"PeriodicalIF":0.6,"publicationDate":"2022-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74742446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-05DOI: 10.1080/1041794X.2022.2108891
Ben Brandley, Leland G. Spencer
ABSTRACT Asexuality describes a range of identities characterized by a lack of attraction toward sexual relationships or activities, and its opposite is allosexuality. In this essay, we offer a rhetorical theorization of allonormativity. For us, allonormativity describes the constitutive practices whereby social structures expect and privilege sexual and romantic attraction and relationships —to the exclusion and erasure of asexual and aromantic people. We then apply the concept to the case of asexual Latter-day Saints. Using a close reading of data from interviews and online posts, we reveal how allonormativity constrains the lives of asexual Latter-day Saints from three sources: religious leadership, families, and asexual Latter-day Saints themselves. We briefly consider asexuals’ rhetorical strategies in response to allonormativity before concluding with a call to denaturalize presumptions of allosexuality in queer and trans communication research, within and beyond contexts of religious communication.
{"title":"Rhetorics of Allonormativity: The Case of Asexual Latter-day Saints","authors":"Ben Brandley, Leland G. Spencer","doi":"10.1080/1041794X.2022.2108891","DOIUrl":"https://doi.org/10.1080/1041794X.2022.2108891","url":null,"abstract":"ABSTRACT Asexuality describes a range of identities characterized by a lack of attraction toward sexual relationships or activities, and its opposite is allosexuality. In this essay, we offer a rhetorical theorization of allonormativity. For us, allonormativity describes the constitutive practices whereby social structures expect and privilege sexual and romantic attraction and relationships —to the exclusion and erasure of asexual and aromantic people. We then apply the concept to the case of asexual Latter-day Saints. Using a close reading of data from interviews and online posts, we reveal how allonormativity constrains the lives of asexual Latter-day Saints from three sources: religious leadership, families, and asexual Latter-day Saints themselves. We briefly consider asexuals’ rhetorical strategies in response to allonormativity before concluding with a call to denaturalize presumptions of allosexuality in queer and trans communication research, within and beyond contexts of religious communication.","PeriodicalId":46274,"journal":{"name":"Southern Communication Journal","volume":"3 1","pages":"1 - 15"},"PeriodicalIF":0.6,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90089207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-19DOI: 10.1080/1041794X.2022.2101683
C. Graves, Leland G. Spencer
ABSTRACT Philosophers have theorized epistemic violence as a form of harm committed against people primarily in their capacities as knowers. In this essay, we apply a modal materialist perspective to understand epistemic violence as a rhetorical process that is made possible through binary, hierarchy, and perfecting tendencies of language. Taken together, such tendencies form a script in which interlocutors are divided into “rational” actors, who are legitimated to define knowledge in particular contexts, pitted against “irrational” actors, who are made enemies of knowledge and excluded from knowledge-creating processes. We then apply this script in a reading of two narratives about transphobia by philosopher Veronica Ivy that discuss forms of epistemic violence. We show how such violence is underwritten by our script at the rhetorical level, concluding with three counter-rhetorical strategies to epistemic violence: fomenting empathy, dislodging supremacist power structures, and practicing radical listening.
{"title":"Against Knowing: The Rhetorical Structure of Epistemic Violence","authors":"C. Graves, Leland G. Spencer","doi":"10.1080/1041794X.2022.2101683","DOIUrl":"https://doi.org/10.1080/1041794X.2022.2101683","url":null,"abstract":"ABSTRACT Philosophers have theorized epistemic violence as a form of harm committed against people primarily in their capacities as knowers. In this essay, we apply a modal materialist perspective to understand epistemic violence as a rhetorical process that is made possible through binary, hierarchy, and perfecting tendencies of language. Taken together, such tendencies form a script in which interlocutors are divided into “rational” actors, who are legitimated to define knowledge in particular contexts, pitted against “irrational” actors, who are made enemies of knowledge and excluded from knowledge-creating processes. We then apply this script in a reading of two narratives about transphobia by philosopher Veronica Ivy that discuss forms of epistemic violence. We show how such violence is underwritten by our script at the rhetorical level, concluding with three counter-rhetorical strategies to epistemic violence: fomenting empathy, dislodging supremacist power structures, and practicing radical listening.","PeriodicalId":46274,"journal":{"name":"Southern Communication Journal","volume":"1 1","pages":"403 - 417"},"PeriodicalIF":0.6,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82922539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-18DOI: 10.1080/1041794X.2022.2100924
Andrea L. Meluch, Shawn C. Starcher, M. Hannah, S. LeBlanc
ABSTRACT An online survey was administered to U.S. college students (N = 317) who self-identified as being diagnosed with a mental health condition and were enrolled in college classes during the COVID-19 pandemic. The findings indicated that students’ perceptions of social support availability from their instructor and their perceived risk of disclosure significantly predicted students’ willingness to communicate with instructors about mental health. Further, students who reported that their instructors had shared mental health resources with them at some point in the semester had higher willingness to communicate about mental health with their instructors than students who had not received information about mental health resources. The implications of these findings on student-instructor communication about mental health are discussed.
{"title":"Talking to Instructors about Mental Health during the COVID-19 Pandemic: Investigating the Associations between College Students’ Willingness to Communicate about Mental Health, Perceptions of Social Support Availability, and the Risk of Disclosure","authors":"Andrea L. Meluch, Shawn C. Starcher, M. Hannah, S. LeBlanc","doi":"10.1080/1041794X.2022.2100924","DOIUrl":"https://doi.org/10.1080/1041794X.2022.2100924","url":null,"abstract":"ABSTRACT An online survey was administered to U.S. college students (N = 317) who self-identified as being diagnosed with a mental health condition and were enrolled in college classes during the COVID-19 pandemic. The findings indicated that students’ perceptions of social support availability from their instructor and their perceived risk of disclosure significantly predicted students’ willingness to communicate with instructors about mental health. Further, students who reported that their instructors had shared mental health resources with them at some point in the semester had higher willingness to communicate about mental health with their instructors than students who had not received information about mental health resources. The implications of these findings on student-instructor communication about mental health are discussed.","PeriodicalId":46274,"journal":{"name":"Southern Communication Journal","volume":"6 1","pages":"361 - 372"},"PeriodicalIF":0.6,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73472459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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