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Performativity, Positionality, and Relationality: Identity Pathways for a Feminist Rhetorical Pedagogy

Abstract This dissertation posits that a relationship between a feminist rhetorical pedagogical model and autobiographical theoretical tenets engage students in the personal writing process and introduce them to the ways that feminism can change the approach, analysis, and writing of autobiographical texts. Inadequate attention has been given to the ways that autobiographical theory and the use of non-fiction texts contribute to a feminist pedagogy in upper-level writing classrooms. This dissertation corrects that by focusing on food memoirs as vehicles in a feminist pedagogical writing course. Strands of both feminist and autobiographical theory prioritize performativity, positionality, and relationality (Smith and Watson 214) as dynamic components... (more)
Created Date 2017
Contributor Bruce, Kayla (Author) / Daly Goggin, Maureen (Advisor) / Boyd, Patricia (Committee member) / Long, Elenore (Committee member) / Arizona State University (Publisher)
Subject Rhetoric / Pedagogy / Creative writing / Autobiography / Composition / Feminism / Identity / Memoir / Theory
Type Doctoral Dissertation
Extent 192 pages
Language English
Reuse Permissions All Rights Reserved
Note Doctoral Dissertation English 2017
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS

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Description Dissertation/Thesis