Pub Date : 2023-04-03DOI: 10.1080/14791420.2023.2201337
Meredith M. Bagley
ABSTRACT Based on a decade of work at my home campus, I argue that a counter-memory campus tour answers Ersula Ore and Matthew Houdek’s call for rhetorical storytelling of experiences and places related to race, violence, and white supremacy. I recount ways that counter-memory campus tours can “breathe life into memory” of first Black students and resuscitate their lived experience in profound ways for contemporary audiences. Amid campus landscapes marked by “white memorial time,” I argue that counter-memory tours resist that linearity, attend to the spatio-temporal politics of race and trauma, and honor our Black pioneers in higher education.
{"title":"Counter-tour as resuscitation: breathing life into the campus memory landscape","authors":"Meredith M. Bagley","doi":"10.1080/14791420.2023.2201337","DOIUrl":"https://doi.org/10.1080/14791420.2023.2201337","url":null,"abstract":"ABSTRACT Based on a decade of work at my home campus, I argue that a counter-memory campus tour answers Ersula Ore and Matthew Houdek’s call for rhetorical storytelling of experiences and places related to race, violence, and white supremacy. I recount ways that counter-memory campus tours can “breathe life into memory” of first Black students and resuscitate their lived experience in profound ways for contemporary audiences. Amid campus landscapes marked by “white memorial time,” I argue that counter-memory tours resist that linearity, attend to the spatio-temporal politics of race and trauma, and honor our Black pioneers in higher education.","PeriodicalId":46339,"journal":{"name":"Communication and Critical-Cultural Studies","volume":"20 1","pages":"165 - 173"},"PeriodicalIF":1.9,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47501363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/14791420.2023.2201350
B. Inabinet
ABSTRACT The 2017-2018 Task Force on Slavery and Justice at Furman University documented historical harms and initiated reparative action. In this article, I advance a theory of institutional optimism and pessimism that flows through the work of racial repair. Narrating my experience as co-chair of this process, I call others to learn from the protean agency and hope of minorities, rather than embrace cliché forms of institutional pessimism–forms used by allied majorities to avoid prolonged stakeholder activism that leads to healing.
{"title":"Institutional pessimism and optimism in racial repair","authors":"B. Inabinet","doi":"10.1080/14791420.2023.2201350","DOIUrl":"https://doi.org/10.1080/14791420.2023.2201350","url":null,"abstract":"ABSTRACT The 2017-2018 Task Force on Slavery and Justice at Furman University documented historical harms and initiated reparative action. In this article, I advance a theory of institutional optimism and pessimism that flows through the work of racial repair. Narrating my experience as co-chair of this process, I call others to learn from the protean agency and hope of minorities, rather than embrace cliché forms of institutional pessimism–forms used by allied majorities to avoid prolonged stakeholder activism that leads to healing.","PeriodicalId":46339,"journal":{"name":"Communication and Critical-Cultural Studies","volume":"20 1","pages":"182 - 190"},"PeriodicalIF":1.9,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49575641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/14791420.2023.2201334
Allison Dziuba
ABSTRACT This essay articulates the theoretical basis for my term “countercurricular,” which denotes college students’ use of curricular and extracurricular learning to craft alternative or oppositional views. The countercurricular highlights how student organizers mobilize history to change the present, especially to inscribe into public memory recurring conflicts between students and university administrations. I examine documents related to the Black Student Union at the University of California, Irvine, and discuss teaching this activist history. Through these textual and pedagogical examples, I demonstrate how countercurricular rhetorical education orients our understanding of how students challenge the oppressions upon which the university is built.
{"title":"Countercurricular rhetorical education: reimagining the university from the inside out","authors":"Allison Dziuba","doi":"10.1080/14791420.2023.2201334","DOIUrl":"https://doi.org/10.1080/14791420.2023.2201334","url":null,"abstract":"ABSTRACT This essay articulates the theoretical basis for my term “countercurricular,” which denotes college students’ use of curricular and extracurricular learning to craft alternative or oppositional views. The countercurricular highlights how student organizers mobilize history to change the present, especially to inscribe into public memory recurring conflicts between students and university administrations. I examine documents related to the Black Student Union at the University of California, Irvine, and discuss teaching this activist history. Through these textual and pedagogical examples, I demonstrate how countercurricular rhetorical education orients our understanding of how students challenge the oppressions upon which the university is built.","PeriodicalId":46339,"journal":{"name":"Communication and Critical-Cultural Studies","volume":"20 1","pages":"174 - 181"},"PeriodicalIF":1.9,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59891994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/14791420.2023.2199819
Nathan Rothenbaum
ABSTRACT This article analyzes Rachel Dolezal’s autobiography In Full Color: Finding My Place in a Black and White World as a means to excavate the contours of an emergent Emotive race regime—a regime from which claimants to transracial identities base their sense of belonging. I argue that this Emotive regime repurposes Aristotelian ethos as a referent for racial identity, and I then show the entailments of this change in referent with respect to theories of racial reproduction. I conclude by cautioning that existing theories of racial constructivism may provide the theoretical backdrop to those who claim transracial identities.
{"title":"The transracial subject and the emotive regime: Rachel Dolezal, racial phronêsis, and inverted miscegenation","authors":"Nathan Rothenbaum","doi":"10.1080/14791420.2023.2199819","DOIUrl":"https://doi.org/10.1080/14791420.2023.2199819","url":null,"abstract":"ABSTRACT This article analyzes Rachel Dolezal’s autobiography In Full Color: Finding My Place in a Black and White World as a means to excavate the contours of an emergent Emotive race regime—a regime from which claimants to transracial identities base their sense of belonging. I argue that this Emotive regime repurposes Aristotelian ethos as a referent for racial identity, and I then show the entailments of this change in referent with respect to theories of racial reproduction. I conclude by cautioning that existing theories of racial constructivism may provide the theoretical backdrop to those who claim transracial identities.","PeriodicalId":46339,"journal":{"name":"Communication and Critical-Cultural Studies","volume":"20 1","pages":"252 - 269"},"PeriodicalIF":1.9,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44628575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/14791420.2023.2202747
Victoria J. Gallagher, Max Renner
ABSTRACT This article tells the story of a rhetorically informed transmedia digital humanities project called the Virtual Martin Luther King Project (vMLK). As a project that is interdisciplinary and community engaged in its development and enactments, vMLK provides a particularly rich site for examining ways to (re)shape the critical/cultural landscapes of higher education. The article explicates how and with what consequences the vMLK project functions as a “technology of recovery” and provides five implications that are significant for scholars working in the areas of public memory and critical studies.
{"title":"Crafting a technology of recovery: the story of the Virtual Martin Luther King Project","authors":"Victoria J. Gallagher, Max Renner","doi":"10.1080/14791420.2023.2202747","DOIUrl":"https://doi.org/10.1080/14791420.2023.2202747","url":null,"abstract":"ABSTRACT This article tells the story of a rhetorically informed transmedia digital humanities project called the Virtual Martin Luther King Project (vMLK). As a project that is interdisciplinary and community engaged in its development and enactments, vMLK provides a particularly rich site for examining ways to (re)shape the critical/cultural landscapes of higher education. The article explicates how and with what consequences the vMLK project functions as a “technology of recovery” and provides five implications that are significant for scholars working in the areas of public memory and critical studies.","PeriodicalId":46339,"journal":{"name":"Communication and Critical-Cultural Studies","volume":"20 1","pages":"200 - 206"},"PeriodicalIF":1.9,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46627712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/14791420.2023.2201333
Patricia G. Davis
ABSTRACT Successful campaigns to remove Confederate monuments from U.S. campuses have been instrumental in restructuring these spaces to better reflect our diverse communities and foster the sense of belonging important to the well-being of all students. Nevertheless, these campaigns also obscure the more mundane ways in which hegemonic historical narratives continue to inform the memories students develop inside and outside of the classroom. I thus propose a model of everyday critical praxis wherein we integrate resistant historical narratives into our pedagogy in ways that leverage the rhetorical influence of the more quotidian memory practices that inform our daily lives.
{"title":"Memory as everyday critical praxis","authors":"Patricia G. Davis","doi":"10.1080/14791420.2023.2201333","DOIUrl":"https://doi.org/10.1080/14791420.2023.2201333","url":null,"abstract":"ABSTRACT Successful campaigns to remove Confederate monuments from U.S. campuses have been instrumental in restructuring these spaces to better reflect our diverse communities and foster the sense of belonging important to the well-being of all students. Nevertheless, these campaigns also obscure the more mundane ways in which hegemonic historical narratives continue to inform the memories students develop inside and outside of the classroom. I thus propose a model of everyday critical praxis wherein we integrate resistant historical narratives into our pedagogy in ways that leverage the rhetorical influence of the more quotidian memory practices that inform our daily lives.","PeriodicalId":46339,"journal":{"name":"Communication and Critical-Cultural Studies","volume":"20 1","pages":"207 - 214"},"PeriodicalIF":1.9,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48115319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-26DOI: 10.1080/14791420.2023.2188913
A. Hardy
ABSTRACT This article examines Kimberlé Crenshaw’s interview on Democracy Now! in 2015 and her 2016 TEDTalk, “The Urgency of Intersectionality,” to theorize Black women’s “activist rhetoric of blame.” Crenshaw enacts three distinctive features of Black feminist pedagogy in her activism for the #SayHerName Campaign. She challenges traditional “frames” of antiBlack police brutality, uses blaming vocabulary from a Black woman’s standpoint to create new frames, and names an audiences’ “revolutionary potential” in dismantling misogynoir in the justice system. An activist rhetoric of blame expands frames in dominant discourses so that the collective blame toward an institution can encompass intersectional oppression.
本文考察了金伯利·洛伊尔·克伦肖在《现在民主!》以及她在2016年的ted演讲“交叉性的紧迫性”(The Urgency of Intersectionality)，将黑人女性“激进的指责言辞”理论化。克伦肖在“说出她的名字”运动中体现了黑人女权主义教育学的三个显著特征。她挑战反黑人警察暴行的传统“框架”，从黑人女性的角度使用指责词汇来创造新的框架，并指出观众在消除司法系统中对女性的厌恶方面的“革命潜力”。一种激进的指责修辞扩大了主导话语的框架，因此对一个机构的集体指责可以包括交叉压迫。
{"title":"Naming, blaming, and “Framing”: Kimberlé Crenshaw and the rhetoric of Black feminist pedagogy","authors":"A. Hardy","doi":"10.1080/14791420.2023.2188913","DOIUrl":"https://doi.org/10.1080/14791420.2023.2188913","url":null,"abstract":"ABSTRACT This article examines Kimberlé Crenshaw’s interview on Democracy Now! in 2015 and her 2016 TEDTalk, “The Urgency of Intersectionality,” to theorize Black women’s “activist rhetoric of blame.” Crenshaw enacts three distinctive features of Black feminist pedagogy in her activism for the #SayHerName Campaign. She challenges traditional “frames” of antiBlack police brutality, uses blaming vocabulary from a Black woman’s standpoint to create new frames, and names an audiences’ “revolutionary potential” in dismantling misogynoir in the justice system. An activist rhetoric of blame expands frames in dominant discourses so that the collective blame toward an institution can encompass intersectional oppression.","PeriodicalId":46339,"journal":{"name":"Communication and Critical-Cultural Studies","volume":"20 1","pages":"234 - 251"},"PeriodicalIF":1.9,"publicationDate":"2023-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45255130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-19DOI: 10.1080/14791420.2023.2172193
A. N. Brand
ABSTRACT In this essay, I analyze the rhetorical implications of removing sitcom episodes containing Blackface from streaming platforms. By situating Blackface performances within what I call their humor ecologies, I attend to the dynamic interplay between comedic reflexivity, racial humor ideology, comic personae, and network influence. I argue that these factors enable audiences to glean meaning from these performances that vary ideologically, and I call into question the value of removing these performances without considering them within their humor ecologies and contexts.
{"title":"“What’s wrong with Blackface?”: theorizing humor ecologies and Blackface as satire","authors":"A. N. Brand","doi":"10.1080/14791420.2023.2172193","DOIUrl":"https://doi.org/10.1080/14791420.2023.2172193","url":null,"abstract":"ABSTRACT In this essay, I analyze the rhetorical implications of removing sitcom episodes containing Blackface from streaming platforms. By situating Blackface performances within what I call their humor ecologies, I attend to the dynamic interplay between comedic reflexivity, racial humor ideology, comic personae, and network influence. I argue that these factors enable audiences to glean meaning from these performances that vary ideologically, and I call into question the value of removing these performances without considering them within their humor ecologies and contexts.","PeriodicalId":46339,"journal":{"name":"Communication and Critical-Cultural Studies","volume":"20 1","pages":"215 - 233"},"PeriodicalIF":1.9,"publicationDate":"2023-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46169628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-02DOI: 10.1080/14791420.2022.2164319
K. J. Rudrow, A. Edgar
ABSTRACT This article brings a quare perspective to Moonlight’s reception. We argue that many straight viewers identified the film’s representational innovations but resisted its call to interrogate their preconceived notions about Black queerness. Instead, many audiences focused on others’ interpretations of the film. They perceived Black viewers as homophobic, demonstrating third-person effect, and used that stance to demonstrate their own progressive politics. In addition to documenting Moonlight’s reception, this study demonstrates how reading a text through the imagined reception of other viewers can shift focus from connecting with the material conditions of marginalization to proving one’s own progressive bona fides.
{"title":"Reading Moonlight, reading the other","authors":"K. J. Rudrow, A. Edgar","doi":"10.1080/14791420.2022.2164319","DOIUrl":"https://doi.org/10.1080/14791420.2022.2164319","url":null,"abstract":"ABSTRACT This article brings a quare perspective to Moonlight’s reception. We argue that many straight viewers identified the film’s representational innovations but resisted its call to interrogate their preconceived notions about Black queerness. Instead, many audiences focused on others’ interpretations of the film. They perceived Black viewers as homophobic, demonstrating third-person effect, and used that stance to demonstrate their own progressive politics. In addition to documenting Moonlight’s reception, this study demonstrates how reading a text through the imagined reception of other viewers can shift focus from connecting with the material conditions of marginalization to proving one’s own progressive bona fides.","PeriodicalId":46339,"journal":{"name":"Communication and Critical-Cultural Studies","volume":"20 1","pages":"270 - 287"},"PeriodicalIF":1.9,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46166876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/14791420.2023.2169314
Meredith M. Bagley
ABSTRACT This is the first part of a two-part forum called Interventions in Public Memory: Interrogating the Critical/Cultural Landscape of Higher Education, edited by Meredith M. Bagley. In this installment, scholar activists engage critical questions of public memory on their own higher education campuses, including relationships to the land, resistance to institutional memory, and tensions of “town and gown.” Contributors write their own experiences into the work of resisting dominant and/or anti-Black memory practices within higher education, with the aim of motivating colleagues for similar acts of intervention.
{"title":"Introduction: interrogating the memory landscape of higher education","authors":"Meredith M. Bagley","doi":"10.1080/14791420.2023.2169314","DOIUrl":"https://doi.org/10.1080/14791420.2023.2169314","url":null,"abstract":"ABSTRACT This is the first part of a two-part forum called Interventions in Public Memory: Interrogating the Critical/Cultural Landscape of Higher Education, edited by Meredith M. Bagley. In this installment, scholar activists engage critical questions of public memory on their own higher education campuses, including relationships to the land, resistance to institutional memory, and tensions of “town and gown.” Contributors write their own experiences into the work of resisting dominant and/or anti-Black memory practices within higher education, with the aim of motivating colleagues for similar acts of intervention.","PeriodicalId":46339,"journal":{"name":"Communication and Critical-Cultural Studies","volume":"20 1","pages":"1 - 8"},"PeriodicalIF":1.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42215962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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