Rethinking Rhetorical Education in Times of Demagoguery

Steudeman, Michael J.

doi:10.1080/02773945.2019.1610642

Cited by 7 publications

(3 citation statements)

References 22 publications

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“…Toulmin). Moreover, we often take for granted the intrinsic superiority of these forms of rational deliberation, engaging in what Steudeman (2019) describes as rhetorical exceptionalism, as we condescendingly dismiss the emotional claims and grievances of others regardless of their legitimacy. This can be problematic-even irresponsible-in several respects.…”

Section: Citizenship/civics Educationmentioning

confidence: 99%

“…symbolic competence, Kramsch, 2009). Following Steudeman (2019), again, it may contribute to our own "deafness" through the silencing of others less privileged and less versed in the rhetorical practices most valued in academic life. This is the space or gap in which CAL is of crucial importance, particularly in terms of promoting genuine dialogue and relations of affective equivalence across broad forms of difference (Anwaruddin, 2016) 2.7.…”

Section: Citizenship/civics Educationmentioning

confidence: 99%

“…In short, critical affective literacies are necessary for "a pedagogical approach that aims to shed light on the affective construction of structures that align meanings, feelings, and actions in ways that can be oppressive or emancipatory" (Ahmed, Morgan, & Maciel, 2021, p. 539). To counter rhetorical superiority (Steudeman, 2019) and to prepare students for civic engagement and transformative citizenship work, we need to teach literacies from both critical and affective perspectives. Sawyer (2012, 2017) are credited as the originators of duoethnography.…”

Section: Citizenship/civics Educationmentioning

confidence: 99%

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Critical Affective Literacies in/for Applied Linguistics

Ahmed

Morgan

2022

int. j. linguist. Sumat. malay.

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In this paper, the authors propose that attention to affect/emotion be given greater prominence in applied linguistics following a theoretical and pedagogical framework delineated as critical affective literacy (CAL) by Anwaruddin (2016). Following the IICOLA conference theme of emotions in multidisciplinary studies, the authors outline the interdisciplinary influences (e.g., philosophy, memory studies, semiotics/multimodality, citizenship education, etc.) that underpin key CAL principles and their understanding of affect/emotion in applied linguistics. In support, the authors discuss the potency of affect and emotionality of texts by way of duoethnography (Norris & Sawyer, 2012, 2017), a research methodology they have utilized in exploring affective/emotional dimensions of language in educational domains (e.g., English for Academic Purposes and Language Teacher Education) and as part of broader socio-political deliberation (i.e., critical citizenship pedagogies). The authors detail specific features of duoethnographic research methodology (e.g., participant transparency and juxtaposition, epistemological and ideological risk-taking) that contribute to CAL principles and aspirations. The authors also identify several implications of their work for the development of CAL in applied linguistics followed by brief descriptions of curricular and pedagogical innovations where affect/emotion have been integral to the pedagogical and literacy strategies described.

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Section: Citizenship/civics Educationmentioning

confidence: 99%

Section: Citizenship/civics Educationmentioning

confidence: 99%

Section: Citizenship/civics Educationmentioning

confidence: 99%

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