Multiculturalism, rhetoric and the twenty‐first century

Goldzwig, Steven R.

doi:10.1080/10417949809373102

Cited by 10 publications

(2 citation statements)

References 69 publications

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“…Scholarship in critical literacy offers students a way to problematize the meaning-making process by offering pedagogical approaches through which students are called to critically and reflexively engage with a variety of texts in the composition classroom. In my study, I rely on the work of Freire (2003), Goldzwig (1998Goldzwig ( ), hooks (1994, and the New London Group (1996) to foreground the importance of critical thinking in an ecocomposition course with respect to issues of power (subject/object and authority) as it affects issues related to identity (race, class, and gender).…”

Section: Purpose and Structurementioning

confidence: 99%

Bringing ecocomposition to a multimodal composition course: critical literacy and place at work in English 250

Martin

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The purpose of this study is to explore how the interaction between ecocomposition and (eco)feminist pedagogy can create generative spaces for critical literacies and reflexive thinking in the multimodal composition classroom. A review of scholarship in ecocomposition praxis reveals a need for further inquiry into ecocomposition as a multimodal experience. This research study seeks to better understand how ecocomposition and multimodal communication can encourage the acquisition of critical literacy in foundational composition courses by examining student work on two communication assignments: a personal narrative essay about a meaningful place and a multimodal documentary photo essay about a local place. The analysis in this study shows that incorporating multimodal assignments into an ecocomposition course will help students engage in critical thinking about the ways in which human discourse and environments interact as well as the extent to which concepts of place, space, and environment are human constructions worthy of critical inquiry. Revision With this nonfiction genre, it may be difficult to distance yourself enough from your story to appropriately revise it. It is essential that you have several people critically read your essay Revision As with all of our work this semester, (re)visioning and re-seeing your writing is a critical move in the composition process. Therefore, it is important to elicit the input of people both inside and outside of class (and at all stages in the writing process) in order to make both your blog and your photographic essay more aesthetically pleasing. Note All students currently enrolled at Iowa State University are eligible to check out various types of technological gadgets-including digital cameras and laptops. Find out more about reserving cameras at: http://www.it.iastate.edu/checkout/students.html

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Section: Purpose and Structurementioning

confidence: 99%

Bringing ecocomposition to a multimodal composition course: critical literacy and place at work in English 250

Martin

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“…As noted previously, being in a neoliberal climate with postmodern ideals of identity recognition affected multicultural demands as much as feminist demands while also impacting feminist critiques of multiculturalism (Okin, 1998b;Moore, 2000;Mohanty, 2003). Combined with anti-feminists' attempts to portray feminists as white, middle-class women advocating only for themselves, this neoliberal and postmodern scenario isolated feminism from building common projects with multiculturalism, that itself also struggled with similar isolation (Goldzwig, 1998;Moore 2000;Mohanty, 2003;Fraser, 2005;Howie, 2007).…”

Section: Chapter 2 Literature Review the Political And Historical Conmentioning

confidence: 99%

Gender and multiculturalism at school: the NESB girls’ voices

Borges¹,

Flávia²

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Many social justice theories and movements, including feminism(s) and multiculturalism(s) have attempted to promote change by engaging with the state in numerous ways, even if not always with positive results. In Australia both feminism(s) and multiculturalism(s) have been influencing policy since the 1970s, particularly in education. Their contributions were developed mainly in parallel to each other, generating separate policies and initiatives. Over the last 30 years of globalisation of capitalism social inequalities increased and feminism struggled to build common cause with other social change movements, particularly multiculturalism, due to what were identified as competing demands. One of the results was gender equality and multicultural policies and initiatives in education not dialoguing or collaborating in their aims even when targeting support for minority groups such as female students from non-English speaking backgrounds (NESB). This research aimed to understand the educational experience of seven girls from NESB and how they managed challenges as girls and children from NESB, navigating multiculturalism and gender equality projects and concerns. The research utilised a transnational feminist framework and the 'Voice-Centred' relational analysis method (VCR) to maintain the visibility of gender and culture while keeping the girls' voices central. Despite the girls' satisfaction with their current schools, their stories highlighted how school projects to support them are very few and have limited influence on these girls' experiences of multiculturalism and gender. Possibly as a result of this scenario, the girls perceived negotiating culture and gender as private matters. When there were school projects, very little consideration was given to the diversity among these girls including class and visa status. Finally, this research indicates that focusing on the voice of marginalised girls can allow access to knowledge that cannot be acquired in any other way and also it offers insight into ways that multicultural and gender equality agendas can be combined by considering the experiences of the ones most affected by these agendas.3

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Theorizing rhetoric: A transatlantic perspective

Kampka,

Kobylska

2023

Language & Communication

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Multiculturalism, rhetoric and the twenty‐first century

Cited by 10 publications

References 69 publications

Bringing ecocomposition to a multimodal composition course: critical literacy and place at work in English 250

Bringing ecocomposition to a multimodal composition course: critical literacy and place at work in English 250

Gender and multiculturalism at school: the NESB girls’ voices

Theorizing rhetoric: A transatlantic perspective

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