Rhetorical (Re)Invention in the Archives: A Pedagogy of Memory for Communities and Writing Studies Classrooms

Persistent Link:
http://hdl.handle.net/10150/556489
Title:
Rhetorical (Re)Invention in the Archives: A Pedagogy of Memory for Communities and Writing Studies Classrooms
Author:
Del Russo, Celeste
Issue Date:
2015
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Embargo:
Dissertation not available (per author's request)
Abstract:
This dissertation accesses memory and archival studies for inclusion in the discipline of rhetoric and composition in order to study "collective invention" (Bisecker, 125) practices as they occur in memory places, such as that of the archive. I theorize a pedagogy and memory practice for writing studies classrooms and communities by providing an autoethnographic case study across three levels of composition and rhetoric classes and community archives including the Writing After Katrina Archive Project and the Arizona Memory Project, where I explore the links between memory, place, and the process of rhetorical invention. In doing so, I hope to examine the agentive potential for students, emerging scholars, and community partners to reflect on various acts of composing, such as composing ideas, composing writing, and composing knowledge through the study of memory places and the creation of archives. Using the space of the archive as a pedagogical tool, my project seeks to redefine the space and place of the "archive" from that of a dusty space reserved for scholars, to that of a potentially generative location where critical dialogue is organically produced around the acts of what I term, rhetorical (re)invention. Rhetorical (re)invention, like the production of memory, is a social process of meaning of making that can be extrapolated from local resources. In doing so, this project continues the important work of scholars in both memory studies and rhetoric and composition studies in redefining the archive, reframing invention, and positing a pedagogical framework for teaching college writing and rhetorical studies.
Type:
text; Electronic Dissertation
Keywords:
Composition; Hurricane Katrina; Invention; Rhetoric; Tucson Tragedy; Rhetoric, Composition & the Teaching of English; Archives
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Rhetoric, Composition, and the Teaching of English
Degree Grantor:
University of Arizona
Advisor:
Ramírez, Cristina

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.titleRhetorical (Re)Invention in the Archives: A Pedagogy of Memory for Communities and Writing Studies Classroomsen_US
dc.creatorDel Russo, Celesteen
dc.contributor.authorDel Russo, Celesteen
dc.date.issued2015en
dc.publisherThe University of Arizona.en
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en
dc.description.releaseDissertation not available (per author's request)en
dc.description.abstractThis dissertation accesses memory and archival studies for inclusion in the discipline of rhetoric and composition in order to study "collective invention" (Bisecker, 125) practices as they occur in memory places, such as that of the archive. I theorize a pedagogy and memory practice for writing studies classrooms and communities by providing an autoethnographic case study across three levels of composition and rhetoric classes and community archives including the Writing After Katrina Archive Project and the Arizona Memory Project, where I explore the links between memory, place, and the process of rhetorical invention. In doing so, I hope to examine the agentive potential for students, emerging scholars, and community partners to reflect on various acts of composing, such as composing ideas, composing writing, and composing knowledge through the study of memory places and the creation of archives. Using the space of the archive as a pedagogical tool, my project seeks to redefine the space and place of the "archive" from that of a dusty space reserved for scholars, to that of a potentially generative location where critical dialogue is organically produced around the acts of what I term, rhetorical (re)invention. Rhetorical (re)invention, like the production of memory, is a social process of meaning of making that can be extrapolated from local resources. In doing so, this project continues the important work of scholars in both memory studies and rhetoric and composition studies in redefining the archive, reframing invention, and positing a pedagogical framework for teaching college writing and rhetorical studies.en
dc.typetexten
dc.typeElectronic Dissertationen
dc.subjectCompositionen
dc.subjectHurricane Katrinaen
dc.subjectInventionen
dc.subjectRhetoricen
dc.subjectTucson Tragedyen
dc.subjectRhetoric, Composition & the Teaching of Englishen
dc.subjectArchivesen
thesis.degree.namePh.D.en
thesis.degree.leveldoctoralen
thesis.degree.disciplineGraduate Collegeen
thesis.degree.disciplineRhetoric, Composition, and the Teaching of Englishen
thesis.degree.grantorUniversity of Arizonaen
dc.contributor.advisorRamírez, Cristinaen
dc.contributor.committeememberRamírez, Cristinaen
dc.contributor.committeememberMcAllister, Kenen
dc.contributor.committeememberPiano, Doreenen
dc.contributor.committeememberMiller, Thomasen
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