Translated
by Francis MacDonald Cornford.
The Public Work of Rhetoric_nodrm
Philostratus, Lives, 21.
22. For accounts of the reigns of the two emperors who became the epitomes of vio- lent misrule, see Suetonius, Twelve Caesars, 213-46, 299-314.
23. Dio Chrysostom, "Kingship Discourses. "
24. On the literal level, the comment may be taken to refer to language differences, although translator Wilmer Cave Wright comments "that Trajan understood Greek is probable. " Philostratus, Lives, 20-21 n. 5. The best education was in Attic Greek, but Roman public life and legal actions were conducted in Latin, which not all of the Greek intelligentsia deigned to learn. It is assumed that were many vernacular languages spo- ken in the empire, although very few written records remain. Among them would have been demotic Greek, Celtic, Coptic, Punic, Aramaic, Syriac, and numerous others. On this topic, see Brunt, Roman Imperial Themes, 277-80, for an overview and bibliography.
25. See Whitmarsh, Greek Literature, 181-246.
26. Brunt, Roman Imperial Themes, 268.
27. See Whitmarsh, Greek Literature, 207, 246. Whitemarsh argues the unlikelihood
that any of these orations were presented to Trajan. Within Whitmarsh's theoretical paradigm, searching for extratextual contexts and effects dooms the historian/critic to an "expressive-realist" methodology (see 20-38). His emphasis on the textuality of sec- ond sophistic rhetoric is accompanied by a severely diminished recognition of material circumstances. In my view, exile is more than a trope.
28. Rose, "Cicero," 367. See also Poulakos, Speaking, 4, on the political orientation of Isocrates' rhetoric in the classical era.
29. For a reading of figured discourse in Anna Comnena's Byzantine era history, Alex- iad, see Quandahl and Jarratt, "'To Recall Him,'" 301-35.
30. Too late to fall under Philostratus's designation "Second Sophist," Libanius none- theless belongs with them, as he carries on the rhetorical practices of the Greek revival in the Roman East. For background on Libanius, see Libanius, Autobiography; Norman, General Introduction, xi-xviii; Cribiore, School of Libanius, 13-41.
31. Norman, General Introduction, xi-xiii.
32. Libanius, "Oration 11," 31.
33. For Libanius's financial circumstances, see his own extensive Autobiography and
Norman, General Introduction. On Libanius's school, see Cribiore, School of Libanius, 111-73.
34. Homer, Iliad, "Book 8," 231-50. (Fagles translates the key term as "cable. ")
35. Libanius, "Oration 11," 34-36.
36. See Fishman et al. , "Performing Writing," 224-52, on student performance within
the academic sphere.
37. See Brady, "Review," 70-81, for a review of new books on composition and literature. 38. Scott, "Story of Obama," 22 (emphasis added).
39. See, for example, Aristides' encomium of Rome. Oliver, "Ruling Power," 901-3. See
George, "From Analysis to Design," 11-39, on visual design as argument. 40. Arendt, Human Condition, 199-200.
The Prospects for the Public Work of Rhetoric 295
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Contributors
John M. Ackerman is an associate professor of communication at the University of Colo- rado at Boulder. He directs the Program for Writing and Rhetoric and holds the Ineva Baldwin Chair of Arts and Sciences. He codirects the 2011 Rhetoric Society of America Institute in Boulder and has chaired the Doctoral Consortium of Rhetoric and Compo- sition. His research on disciplinarity, architecture, and everyday life has appeared in various journals and edited collections; an article with Louise Phelps on disciplinary visibility will appear in the sixty-year commemorative issue of College Composition and Communication.
M. Lane Bruner is currently professor of rhetoric and politics in the Department of Com- munication at Georgia State University in Atlanta, Georgia. He is the author of Democ- racy's Debt (2009) and Strategies of Remembrance (2002), and he is a coeditor of Market Democracy in Post-Communist Russia (2005). He has written numerous essays appearing in journals such as the Quarterly Journal of Speech, Rhetoric and Public Affairs, Discourse and Society, and Text and Performance Quarterly. His current research is on political psy- choses, artful resistance, and the aesthetic state.
Ralph Cintron is an associate professor of English studies as well as Latin American and Latino studies at the University of Illinois at Chicago (UIC). He is the author of Angel- stown: Chero Ways, Gang Life, and Rhetorics of the Everyday, which received honorable mention for the Victor Turner prize in ethnographic writing from the American Anthropological Association. He has also been a Rockefeller Foundation fellow; a Ful- bright scholar at the University of Prishtina in Kosova, where he taught political sci- ence; and twice a Great Cities Institute scholar at the College of Urban Planning and Public Administration at UIC. He has been elected to the executive boards of the Col- lege Conference on Composition and Communication and the Rhetoric Society of America. He is currently working on a book tentatively titled "Democracy as Fetish: Rhetoric, Ethnography, and the Expansion of Life" and coediting with Robert Hariman Power, Rhetoric, and Political Culture: The Texture of Political Action.
Celeste M. Condit is a Distinguished Research Professor in the Department of Speech Communication at the University of Georgia. Her work on the social impacts of genet- ics has been supported by the National Institutes of Health's Ethical, Legal and Social Implications (ELSI) Program, and she has been a project PI in the CDC-funded South- ern Center for Communication, Health, and Poverty at the University of Georgia. In addition to approximately a hundred scholarly essays, she has published five books, including The Meanings of the Gene (1999) and, with John Lucaites, Crafting Equality: America's Anglo-African Word (1994). She was elected to the National Communication Association's Distinguished Scholars in 2002.
David J. Coogan is an associate professor of English at Virginia Commonwealth Univer- sity. His work on community literacy, rhetorical theory, and social change has appeared in the journals College Composition and Communication, College English, and Community
298 Contributors
Literacy and in the book Active Voices, edited by Patty Malesh and Sharon Stetson. He is currently finishing a second book, The Prison inside Me: Writing beyond the Bars, the healing story of a writing workshop that began at the Richmond City Jail, followed twelve men into prison, and ended with their return to society.
Ellen Cushman is an associate professor of writing, rhetoric, and American cultures. She is currently finishing a book on the evolution of the Cherokee syllabary, based on four years of ethnohistorical research. She is a citizen of the Cherokee Nation and currently serves as a Sequoyah commissioner. In addition to The Struggle and the Tools (1998) and Literacy: A Critical Sourcebook, edited with Eugene Kintgen, Barry Kroll, and Mike Rose Bedford (2001), her research on literacy studies has included publications in College English, College Composition and Communication, Research in the Teaching of English, Reflections, and Kairos and is forthcoming in Pedagogy and Ethnohistory.
David Fleming is an associate professor of English and director of the Writing Program at the University of Massachusetts Amherst. He is the author of City of Rhetoric: Revital- izing the Public Sphere in Metropolitan America (2008) and On the Hinge of History: Fresh- man Composition and the Long Sixties, 1958-1974 (forthcoming). He is currently at work on a book about rhetorical education: past, present, and future.
Linda Flower is a professor of rhetoric at Carnegie Mellon University and has been co- director of the National Center for the Study of Writing and Literacy at Berkeley and Carnegie Mellon and of the Carnegie Mellon Center for Community Outreach. She is the author of Construction of Negotiated Meaning: A Social Cognitive Theory of Writing (1994) and Community Literacy and the Rhetoric of Public Engagement, which won the 2009 RSA book award.
Diana George is professor of rhetoric and writing at Virginia Tech, where she currently serves as director of composition and the Writing Center. Her work has appeared in a number of collections and journals including College English, College Composition and Communication, and Reflections. She is a past Braddock Award winner and co-author with John Trimbur of the textbook Reading Culture.
Jeffrey T. Grabill is a professor of rhetoric and professional writing and codirector of the Writing in Digital Environments (WIDE) Research Center at Michigan State University. He is the author of Community Literacy Programs and the Politics of Change (2001) and Writing Community Change: Designing Technologies for Citizen Action (2007). His essays have appeared in College Composition and Communication, Technical Communication Quar- terly, Computers and Composition, and English Education.
Erik Green is currently a Ph. D. student in the Department of Education at University of California, Santa Cruz, with a concentration on language, literacy, and culture, and a recipient of the Chancellor's Fellowship. A graduate from Michigan State University, he received a B. A. in English and an M. A. in critical studies in literacy and pedagogy. His research interests include the use of personal narrative in developing identity, queer lit- eracies, and the sponsorship of nondominant discourses.
Gerard A. Hauser is a professor of communication and College Professor of Distinction at the University of Colorado at Boulder. He is editor of Philosophy and Rhetoric. His pub- lications include Introduction to Rhetorical Theory, second edition (2002) and Vernacular Voices: The Rhetoric of Publics and Public Spheres (1999), recipient of the National Com- munication Association's Hochmuth-Nichols Book Award. He is past president of the Rhetoric Society of America and recipient of its George Yoos Distinguished Service
Contributors 299 Award. He is an RSA Fellow and an NCA Distinguished Scholar. His current research
focuses on vernacular rhetoric and rhetorics of resistance.
Susan C. Jarratt is professor of Comparative Literature at the University of California, Irvine and the past coordinator of the University of California, Irvine's Writing Pro- gram. Her research interests include public writing broadly construed, from ancient Greco-Roman rhetoric to contemporary writing, feminism, and critical pedagogy. She is the author of Rereading the Sophists: Classical Rhetoric Refigured and is currently work- ing on a new manuscript, "Chain of Gold," about the Second Sophists.
David A. Jolliffe is professor of English and curriculum and instruction at the Univer- sity of Arkansas at Fayetteville, where he holds the Brown Chair in English Literacy. He is the co-author, with William Covino, of Rhetoric: Concepts, Definitions, Boundaries. His most recent book, with Hephzibah Roskelly, is Everyday Use: Rhetoric at Work in Reading and Writing.
Erik Juergensmeyer is an assistant professor of composition and rhetoric at Fort Lewis College in Durango, Colorado. Beyond his work in action research, argumentation, and assessment, he has recently started a peace and conflict studies program and a commu- nity mediation center that seek to create increased opportunities for restorative justice. His past work appears in Composition Studies, Rhetoric Review, and WPA Journal.
Paula Mathieu is an associate professor of English and director of First-Year Writing at Boston College. Her writing, which focuses on public discourse, economics, homeless- ness, and university-community partnerships, includes a book, Tactics of Hope: The Pub- lic Turn in English Composition, and two coedited collections, Beyond English, Inc. with Claude Hurlbert and David Downing and Writing Places with Tim Lindgren, George Grattan and Staci Shultz, as well as articles in CCCs, Rhetoric Review, and Works and Days.
Carolyn R. Miller is SAS Institute Distinguished Professor of Rhetoric and Technical Communication at North Carolina State University. Her research interests are in digital rhetoric, rhetorical theory, rhetoric of science and technology, and genre studies. Her work has appeared in Argumentation, Argumentation & Advocacy, College English, Config- urations, Journal of Business and Technical Communication, Quarterly Journal of Speech, Rhetorica, and Rhetoric Society Quarterly, as well as in many edited volumes. She has lec- tured and taught in North America, Europe, and South America, and she is a past presi- dent of the Rhetoric Society of America and current editor of Rhetoric Society Quarterly.
Thomas P. Miller teaches courses ranging from first-year composition to graduate semi- nars in the Rhetoric, Composition, and Teaching Program at the University of Arizona, where he is currently associate provost. He received the MLA's Mina Shaughnessy Award for the first volume of his history of college English, The Formation of College English: Rhetoric and Belles Lettres in the British Cultural Provinces. The second volume, The Evolu- tion of College English: Literacy Studies from the Puritans to the Postmoderns, is forthcoming.
Candice Rai is an assistant professor at the University of Washington in Seattle. Her re- search interests center on the relationship between the rhetorical and the material, on public and everyday rhetorics, on urban and spatial theory, on ethnography as a method for studying rhetoric in action, and on community-based pedagogies. Her work has been published in the Michigan Journal of Community Service, Reflections, and the Community Literacy Journal and will soon appear in Ethnography and in Texts of Conse- quence: Composing Rhetorics of Social Activism for the Writing Classroom.
Index
Ackerman, John M. , 11 actor-network theory, 194-95 adversarial relations, 22-26, 29 Aeschines, 28
African Americans, 122. See also "race as genetic"
agency, 193, 197, 200, 205; collective, 230-31; "public rhetorical work," 202; rhetorical, 10, 81, 83, 143, 204, 207, 285; rhetorical agency defined, 147; rhetorical agency of marginalized speakers, 153; rhetorical agency, taking, 145, 147-52. See also specific topics
agonism, 12, 25, 26, 33. See also specific topics
"agonistic pluralism," 41 Ahl, Frederick, 287 Alcidamas, 24
Alinsky, Saul D. , 137
All Quiet on the Western Front (Remarque), 62
Allen, Grant, 260-62
Allen, John, 86
Allen, Richard, 175-76
Alliance of Rhetoric Societies conference,
11
Alliance to Conserve Old Richmond Neighborhoods (ACORN), 158
Anderson, John R. , 217-18
anger, 165
anxiety, 2, 3, 5-7, 9, 114 Appadurai, Arjun, 10 archeological work, 65
Arendt, Hannah, 90, 283
Argument Culture, The (Tannen), 26 "argument is war" metaphor, 25 "argumentative turn," 80 Aristotle, 20, 27, 100, 101
Arnove, Robert, 280
Aspinwall, William, 255 assemblage, 83, 204
assembling a public, community,
group, or other aggregate, 194-201;
and supporting the knowledge work
of others, 201-5
Athenians, ancient, 32
Augusta, Arkansas, 267, 271-72, 276 Augusta Community Literacy Advocacy
Project, 270, 271, 274; analyzing the rhetorical activity of, 276-78; kickoff and the initial year, 274-76; public rhe- torical activity as a teaching opportu- nity, 278-81
Augusta Recovery Initiative, 272-74 Aune, James, 103
autopoiesis, 11
Bacon, Nora, 179
Balkan wars of the 1990s, 108
Barnet, Richard, 10
Barthes, Roland, 213
Be the Change, 79
Becker, Samuel, 4
Benjamin, Walter, 86
Bennett, Lance W. , 80-81
Berlin, James, 6
Bernhardt, Grace, 205
biopower (Foucault), 4
Bitzer, Lloyd, 3, 4, 9-10
Black, Edwin, 3
Blythe, Stuart, 195, 196
body politic, 101
Booth, Wayne, 2, 26, 31, 33
Bowen, Joy Lynn, 274, 276
Boyer, Ernest, 78
Boyte, Harry, 82
Brandt, Deborah, 279-80
"Breaking through the Border," 242-44 bringing-before-the-eyes, 101 Brockmann, Steven, 67
Bruffee, Kenneth, 5
Burchard, Esteban Gonza? lez, 128-29 Burke, Kenneth, 19-20, 25, 29, 39, 232 Bush, George H. W. , 284
Bush, George W. , ix, 63, 71n29, 285, 288 Bush, Robert, 234-35
302 Index
Cahn, Michael, 20-21
Cameron, Colin, 144
Campbell, George, 26-27
Capital Area Community Media Center,
200, 201
capitalism, 58-59, 79, 108, 262
Carnegie Mellon University (CMU) Deci-
sion Makers project, 147
Cato the Elder, 26
Cavanagh, John, 10
Cherokee Nation/Michigan State Univer-
sity (CN/MSU) collaborative, 175-81.
See also praxis of new media
Chicago Rehab Network, 47
Church Hill, Virginia, 157-58, 164 Cicero, 19, 20, 23, 24, 25, 100, 119
cities and towns making rhetorical state-
ments, 268-70
"civic," 76
civic communions, 270, 277
civic engagement, 7, 11, 76-77, 84,
89-91; across education, planning,
and political spheres, 78-80; discourse of, 1; nature of, 76; reframing, 81-82. See also engagement; rhetorical engage- ment
Civic Engagement in Action series, 78 civil rights legislation, 107
classroom, 211-12, 219; reimagining the,
220-25; transformative mediation in
the, 239-40. See also school
Clifford, James, 180
Clinton, Bill, 80
CMU (Carnegie Mellon University) Deci-
sion Makers project, 147
codes, 159, 292-93
Cold War, 107
collective agency. See agency, collective collective identity, 57, 64; "staged," 64 collective identity construction, 58, 60,
63, 67-68
Collier, Steven, 272, 274 color-blindness (race), 128-29 "coming out," 144-45. See also under
learning disabilities
Communism, 107, 108, 114n17 Community Literacy Advocacy Project.
See Augusta Community Literacy Advo-
cacy Project
community media center, 198-202,
206n14
Community Think Tank on Learning Disability, 138-39, 141, 145-48, 152
concealment, rhetorical, 20-23, 27-30, 69 "conduit metaphor" for communication,
35n59
consensus, 57-58, 105, 122-23 Consigny, Scott, 25
consumer ideal of citizenship, 50 Coogan, David, 216-17
cooperation, 24, 31, 33
Corder, Jim, 232, 238
Cornish, Samuel, 249
correspondence theory of truth, 27 counternarrative, 178. See also praxis of
new media
counterpublic deliberation, 152 counterpublic discourses, 61, 260 counterpublic spaces, 253-54, 259;
defined, 253
counterpublic spheres, xi counterpublics, xii, 60-61, 146-47,
160-62, 253, 284. See also specific topics creative economy, 83
critical framing, 182, 186-88
"critical mode" of reception, 32
critical philosophy, 56, 57
critical political communication, 56, 57;
mapping the unspeakable and diag- nosing identity, 62-68; theorizing, 58-60; and theorizing the public work of rhetoric, 60-62
critical rationality, 145, 146 criticism, 194
Crowley, Sharon, 103 Cruikshank, Barbara, 43, 45 cultural economy, 83, 84 Cushman, Ellen, 179
Dawes General Allotment Act of 1887, 177, 178
De Pastino, Todd, 255
Deems, Julia, 236
Delpit, Lisa, 219
democracy, 39-41, 51-52, 76-77; an
anthropology of, 104-7; attribution of a character or ethos to, 105; dissident press and, 249-50; as inclusive deliber- ative process, 47-48; as justice, 48-50; post-Berlin Wall moment, 98, 107-11; preserving it against exclusionary forces, 103; as topos, 43, 102-4, 108,
111, 114; Uptown's "public" and rhetor- ical uses of, 46-47. See also under public sphere trope
"democracy without democrats," 108, 109 Democratic Leadership Council (DLC),
79-80
democratic paradox/paradox of democ-
racy, 40, 41
democratic rhetorics: democratic gover-
nance and, 105-6; institutions of
democracy and, 105 Demosthenes, 22
DeVoss, Danielle Nicole, 179 Diab, Rasha, 222
diagnosis, medical, 140-41
dialogic engagement, 152
difference, 138; without exclusion, social
relations of, 51
Dio (Sophist), 288, 289
Dionysius, 28
disabilities: defined, 138; discourse on,
143, 144. See also learning disabilities disabilities studies, 143-44
dissent, rhetoric of, 251-54, 261; "Hobo"
News and, 254-59
dissident press, 252-54, 258-60, 262-63;
nature of, 249-51. See also dissent dissimulation, 20, 21, 23, 25, 26, 69 dissoi logoi (antithesis/counterstatement),
27, 167
du Gay, Paul, 83-84 Duberman, Martin, 222 Dupont, Leslie, 242
East End Teen Center ("Teen City"), 159-63
economy, new, 80, 82, 83, 89-90
Ede, Lisa, 5
education: civic rhetorical, 215; structural
possibilities of formal, 219-20. See also Augusta Community Literacy Advo- cacy Project; Augusta Recovery Initia- tive; dissent; pedagogies; school
Ehninger, Douglass, 3
Emig, Janet, 212
emotion, 23. See also specific emotions empire, 284-85
empowerment. See learning disabilities energeia (energy), 100-102, 112, 114 engagement, 76; citizen-scholars and
community, 8-12; methodology of--
see assembling a public, community, group, or other aggregate; scholarship of, 11. See also civic engagement; rhetorical engagement
engaging publics. See Cherokee Nation / Michigan State University (CN/MSU) collaborative; praxis of new media
Enlightenment, 29, 99
"entertainment mode" of reception, 32 Entman, Robert M. , 80-81 environmental projects, 195-96 epistemic crisis of rhetoric, 3-8
equal opportunity, 160
essentialism, 57
ethical practice, 183, 188-89
ethos, 34n29, 48, 165, 269, 276; of cities,
268, 269; creating a successful, 252; of democracy, 105; generative, 232; mis- sionary, 236; organizational, 84
expressive moves, 152
fairness, 106
fear. See anxiety
figured discourse, 290-92
Fix Wilson Yard, 52
Fleming, David, 44-45, 222
Flower, Linda, 4-5, 236
Folger, Joseph, 234-35
Foucault, Michael, 57, 65, 286-87 Fraser, Nancy, x
free speech, 284; practice, politics, and
posture, 286-88, 292. See also democracy Freire, Paulo, 137
freshman composition, 220, 222, 224-25 Freshman Composition program, 220 Fukuyama, Francis, 98
Galston, William, 215-16 Gaonkar, Dilip, 2, 5-7, 27 Garsten, Bryan, 33 Geisler, Cheryl, 218 genealogy, 65
generality (composition), 224 generative ethos, 232
genetic medicine: publishing about
race-based medicine in, 122-24. See
also "race as genetic" genomes, 125
gentrification. See democracy Germany, 64-67
Glenn, Cheryl, 249
Index 303
304 Index
"globalization," 10, 11, 82, 254; textual, 6 "globalization project" of rhetoric, 31 Goebbels, Joseph, 71n29
"going public," 7, 271. See also under
learning disabilities
Goodley, Dan, 143
Gorgias, 25
Grabill, Jeffrey T. , 179
Graff, Harvey, 280
Greeks, ancient, 286. See also Athenians;
specific philosophers
Greene, Ronald, 81
group difference, social relations affirm-
ing, 51
Gutmann, Amy, 111, 112
Habermas, Ju? rgen, x-xi, 44-45, 104, 111, 145
Hales, Kathryn, 11
Haplotype Map Project (HapMap), 121,
130; relabeling the, 126-27 Hariman, Robert, 31 Hart-Davidson, Bill, 200
Hauser, Gerard A. , 44-45, 90, 146 Hawhee, Debra, 25
Hayes, John, 4-5
health, public. See assembling a public,
community, group, or other aggregate health disparities, 121, 122. See also "race
as genetic"
hegemonic public, 60-61
Henwood, Doug, 82
Herzog, Don, 29, 30
Hesk, Jon, 32
Hitler, Adolf, 65, 66
"Hobo" News, 254, 260-61, 263; and a
rhetoric of dissent, 254-59 Holocaust, 64-66
homeless persons, dissident journalists
advocating for, 248, 255-57
housing. See Uptown
Housing Affordability Research Consor-
tium, 47
How, James Eads, 255-58
Howe, Craig, 186
Human Genetic Variation Consortium,
121, 122, 125, 127
human relations as adversarial, 22-26, 29
identity. See collective identity; learning disabilities; social identity
identity-asserting statements, 152. See also learning disabilities
Ignatieff, Michael, 284
imitation. See mimesis
immersion, 190, 214, 217, 218. See also
praxis of new media inclusion/exclusion, 103-5, 107, 108, 112,
113
incommensurability, 27. See also specific
topics
indirection, 225
insituatio, 25
instruction, implicit vs. explicit, 217-18 integrity and appearance, 30 intelligence quotient (IQ), 140 International Brotherhood Welfare Asso-
ciation (IBWA), 256, 257 International Network of Street Papers
(INSP), 253, 254
interpretive moves, 152
invention, 100. See also rhetorical inven-
tion
Jackson, Brian, 240
Jenninger, Philip, 65-66 Juergensmeyer, Erik, 240, 242 justice, democracy as, 48-50. See also
social justice
Kant, Immanuel, 69n2, 110-11
Kennedy, George A. , 101, 211
Kent, Ohio, city plans and artifacts, 87-89 cultural economy of, 84-87, 89
Kent State shootings, 86, 87
Kessler, Lauren, 250
King, Andrew, 10
knowledge work, 205
Kosovo, 104, 108, 109, 115n17
Kushner, Tony, 259
labels. See learning disabilities Laclau, Ernesto, 60, 65
language as (or should be) mimetic,
26-33. See also specific topics Lanham, Richard A. , 29, 32-33 Latour, Bruno, 194-95, 205; "thing
theory" and, 199
learning disabilities (LDs), aspects of,
152; damage control and the dilemma of, 141-43; in a deliberative discourse, 144-47; in a disabling discourse,
138-39; going public, 137-39, 141-43, 151; institutionalized, 141; mediatized, 139-40; medicalized, 140-41; represen- tation and identity, 143-44; taking rhetorical agency, 147-53
Lefebvre, Henri, 8
LeFevre, Karen Burke, 232, 238
Leff, Michael, 2
Lenehan, William, 220-21
Libanius, 290-92
liberation ideology, 108
liberties, 106
liminality (composition), 224 listening-rhetoric, 26
literacy, 279-80; autonomous vs. ideologi-
cal models of, 279
literacy campaigns, 280
"literacy climate," 279
literacy liaisons, 274
literacy programs, towns, and cities mak-
ing rhetorical statements, 267-71. See also Augusta Community Literacy Advocacy Project
Little Rock, Arkansas, 268-69 Lloyd-Jones, Richard, 231 local publics, 270
logos, 7, 163, 292
London, Jack, 258
Long, Eleanor, 270-71, 278 Longinus, 23, 28 Lunsford, Andrea, 5 Lyday, Margaret M. , 249
Machiavelli, Niccolo`, 20
Mahr, Bill, 71n30
marginality (of rhetoric), 18, 249-51;
power, control, and, 31; rhetoric's his-
tory of, 31
marginalized groups, xi, 146, 250 marginalized people, 137, 145-47 marginalized speakers, 138, 144, 149,
153
"marketplace," language of the, 27 Martinez, Inez, 223-24
Masses (magazine), 251-53 Maurin, Peter, 264n51 McDermott, R. P. , 143
media, learning disabilities in the,
138-39. See also under teaching rhetoric media center. See community media
center
mediation, 229-32, 244; "Breaking through the Border," 242-44; rediscov- ering the inventive capacities of con- flicted situations, 232-33; "Showdown in Superior! ," 240-42;
mediation, transformative: in the class- room, 239-40; as model for learning from "dissensus," 233-36
mediation center, community, 236-39 medical diagnosis, 140-41
Mehan, Hugh, 143
memory, 86-87. See also public memory Mendelsohn, Daniel, 284
mestiza public, 146-47
Michigan State University. See Cherokee
Nation / Michigan State University
(CN/MSU) collaborative
middle spaces, 159
Miller, Susan, 2
mimesis, 26-33; appearance of, 28 missionary ethos, 236
Mouffe, Chantal, 41, 82-83 Muehlenkamp, Bob, 222
multiliteracies. See pedagogy of multilit-
eracies mythos, 50, 163
9/11. See September 11, 2001, terrorist attacks
"Naming the LD Difference," 138 National Institutes of Health (NIH)
Roundtable on Race, 127-30 nationalism, 109
nation-state, 108, 113
Native Americans.
22. For accounts of the reigns of the two emperors who became the epitomes of vio- lent misrule, see Suetonius, Twelve Caesars, 213-46, 299-314.
23. Dio Chrysostom, "Kingship Discourses. "
24. On the literal level, the comment may be taken to refer to language differences, although translator Wilmer Cave Wright comments "that Trajan understood Greek is probable. " Philostratus, Lives, 20-21 n. 5. The best education was in Attic Greek, but Roman public life and legal actions were conducted in Latin, which not all of the Greek intelligentsia deigned to learn. It is assumed that were many vernacular languages spo- ken in the empire, although very few written records remain. Among them would have been demotic Greek, Celtic, Coptic, Punic, Aramaic, Syriac, and numerous others. On this topic, see Brunt, Roman Imperial Themes, 277-80, for an overview and bibliography.
25. See Whitmarsh, Greek Literature, 181-246.
26. Brunt, Roman Imperial Themes, 268.
27. See Whitmarsh, Greek Literature, 207, 246. Whitemarsh argues the unlikelihood
that any of these orations were presented to Trajan. Within Whitmarsh's theoretical paradigm, searching for extratextual contexts and effects dooms the historian/critic to an "expressive-realist" methodology (see 20-38). His emphasis on the textuality of sec- ond sophistic rhetoric is accompanied by a severely diminished recognition of material circumstances. In my view, exile is more than a trope.
28. Rose, "Cicero," 367. See also Poulakos, Speaking, 4, on the political orientation of Isocrates' rhetoric in the classical era.
29. For a reading of figured discourse in Anna Comnena's Byzantine era history, Alex- iad, see Quandahl and Jarratt, "'To Recall Him,'" 301-35.
30. Too late to fall under Philostratus's designation "Second Sophist," Libanius none- theless belongs with them, as he carries on the rhetorical practices of the Greek revival in the Roman East. For background on Libanius, see Libanius, Autobiography; Norman, General Introduction, xi-xviii; Cribiore, School of Libanius, 13-41.
31. Norman, General Introduction, xi-xiii.
32. Libanius, "Oration 11," 31.
33. For Libanius's financial circumstances, see his own extensive Autobiography and
Norman, General Introduction. On Libanius's school, see Cribiore, School of Libanius, 111-73.
34. Homer, Iliad, "Book 8," 231-50. (Fagles translates the key term as "cable. ")
35. Libanius, "Oration 11," 34-36.
36. See Fishman et al. , "Performing Writing," 224-52, on student performance within
the academic sphere.
37. See Brady, "Review," 70-81, for a review of new books on composition and literature. 38. Scott, "Story of Obama," 22 (emphasis added).
39. See, for example, Aristides' encomium of Rome. Oliver, "Ruling Power," 901-3. See
George, "From Analysis to Design," 11-39, on visual design as argument. 40. Arendt, Human Condition, 199-200.
The Prospects for the Public Work of Rhetoric 295
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Contributors
John M. Ackerman is an associate professor of communication at the University of Colo- rado at Boulder. He directs the Program for Writing and Rhetoric and holds the Ineva Baldwin Chair of Arts and Sciences. He codirects the 2011 Rhetoric Society of America Institute in Boulder and has chaired the Doctoral Consortium of Rhetoric and Compo- sition. His research on disciplinarity, architecture, and everyday life has appeared in various journals and edited collections; an article with Louise Phelps on disciplinary visibility will appear in the sixty-year commemorative issue of College Composition and Communication.
M. Lane Bruner is currently professor of rhetoric and politics in the Department of Com- munication at Georgia State University in Atlanta, Georgia. He is the author of Democ- racy's Debt (2009) and Strategies of Remembrance (2002), and he is a coeditor of Market Democracy in Post-Communist Russia (2005). He has written numerous essays appearing in journals such as the Quarterly Journal of Speech, Rhetoric and Public Affairs, Discourse and Society, and Text and Performance Quarterly. His current research is on political psy- choses, artful resistance, and the aesthetic state.
Ralph Cintron is an associate professor of English studies as well as Latin American and Latino studies at the University of Illinois at Chicago (UIC). He is the author of Angel- stown: Chero Ways, Gang Life, and Rhetorics of the Everyday, which received honorable mention for the Victor Turner prize in ethnographic writing from the American Anthropological Association. He has also been a Rockefeller Foundation fellow; a Ful- bright scholar at the University of Prishtina in Kosova, where he taught political sci- ence; and twice a Great Cities Institute scholar at the College of Urban Planning and Public Administration at UIC. He has been elected to the executive boards of the Col- lege Conference on Composition and Communication and the Rhetoric Society of America. He is currently working on a book tentatively titled "Democracy as Fetish: Rhetoric, Ethnography, and the Expansion of Life" and coediting with Robert Hariman Power, Rhetoric, and Political Culture: The Texture of Political Action.
Celeste M. Condit is a Distinguished Research Professor in the Department of Speech Communication at the University of Georgia. Her work on the social impacts of genet- ics has been supported by the National Institutes of Health's Ethical, Legal and Social Implications (ELSI) Program, and she has been a project PI in the CDC-funded South- ern Center for Communication, Health, and Poverty at the University of Georgia. In addition to approximately a hundred scholarly essays, she has published five books, including The Meanings of the Gene (1999) and, with John Lucaites, Crafting Equality: America's Anglo-African Word (1994). She was elected to the National Communication Association's Distinguished Scholars in 2002.
David J. Coogan is an associate professor of English at Virginia Commonwealth Univer- sity. His work on community literacy, rhetorical theory, and social change has appeared in the journals College Composition and Communication, College English, and Community
298 Contributors
Literacy and in the book Active Voices, edited by Patty Malesh and Sharon Stetson. He is currently finishing a second book, The Prison inside Me: Writing beyond the Bars, the healing story of a writing workshop that began at the Richmond City Jail, followed twelve men into prison, and ended with their return to society.
Ellen Cushman is an associate professor of writing, rhetoric, and American cultures. She is currently finishing a book on the evolution of the Cherokee syllabary, based on four years of ethnohistorical research. She is a citizen of the Cherokee Nation and currently serves as a Sequoyah commissioner. In addition to The Struggle and the Tools (1998) and Literacy: A Critical Sourcebook, edited with Eugene Kintgen, Barry Kroll, and Mike Rose Bedford (2001), her research on literacy studies has included publications in College English, College Composition and Communication, Research in the Teaching of English, Reflections, and Kairos and is forthcoming in Pedagogy and Ethnohistory.
David Fleming is an associate professor of English and director of the Writing Program at the University of Massachusetts Amherst. He is the author of City of Rhetoric: Revital- izing the Public Sphere in Metropolitan America (2008) and On the Hinge of History: Fresh- man Composition and the Long Sixties, 1958-1974 (forthcoming). He is currently at work on a book about rhetorical education: past, present, and future.
Linda Flower is a professor of rhetoric at Carnegie Mellon University and has been co- director of the National Center for the Study of Writing and Literacy at Berkeley and Carnegie Mellon and of the Carnegie Mellon Center for Community Outreach. She is the author of Construction of Negotiated Meaning: A Social Cognitive Theory of Writing (1994) and Community Literacy and the Rhetoric of Public Engagement, which won the 2009 RSA book award.
Diana George is professor of rhetoric and writing at Virginia Tech, where she currently serves as director of composition and the Writing Center. Her work has appeared in a number of collections and journals including College English, College Composition and Communication, and Reflections. She is a past Braddock Award winner and co-author with John Trimbur of the textbook Reading Culture.
Jeffrey T. Grabill is a professor of rhetoric and professional writing and codirector of the Writing in Digital Environments (WIDE) Research Center at Michigan State University. He is the author of Community Literacy Programs and the Politics of Change (2001) and Writing Community Change: Designing Technologies for Citizen Action (2007). His essays have appeared in College Composition and Communication, Technical Communication Quar- terly, Computers and Composition, and English Education.
Erik Green is currently a Ph. D. student in the Department of Education at University of California, Santa Cruz, with a concentration on language, literacy, and culture, and a recipient of the Chancellor's Fellowship. A graduate from Michigan State University, he received a B. A. in English and an M. A. in critical studies in literacy and pedagogy. His research interests include the use of personal narrative in developing identity, queer lit- eracies, and the sponsorship of nondominant discourses.
Gerard A. Hauser is a professor of communication and College Professor of Distinction at the University of Colorado at Boulder. He is editor of Philosophy and Rhetoric. His pub- lications include Introduction to Rhetorical Theory, second edition (2002) and Vernacular Voices: The Rhetoric of Publics and Public Spheres (1999), recipient of the National Com- munication Association's Hochmuth-Nichols Book Award. He is past president of the Rhetoric Society of America and recipient of its George Yoos Distinguished Service
Contributors 299 Award. He is an RSA Fellow and an NCA Distinguished Scholar. His current research
focuses on vernacular rhetoric and rhetorics of resistance.
Susan C. Jarratt is professor of Comparative Literature at the University of California, Irvine and the past coordinator of the University of California, Irvine's Writing Pro- gram. Her research interests include public writing broadly construed, from ancient Greco-Roman rhetoric to contemporary writing, feminism, and critical pedagogy. She is the author of Rereading the Sophists: Classical Rhetoric Refigured and is currently work- ing on a new manuscript, "Chain of Gold," about the Second Sophists.
David A. Jolliffe is professor of English and curriculum and instruction at the Univer- sity of Arkansas at Fayetteville, where he holds the Brown Chair in English Literacy. He is the co-author, with William Covino, of Rhetoric: Concepts, Definitions, Boundaries. His most recent book, with Hephzibah Roskelly, is Everyday Use: Rhetoric at Work in Reading and Writing.
Erik Juergensmeyer is an assistant professor of composition and rhetoric at Fort Lewis College in Durango, Colorado. Beyond his work in action research, argumentation, and assessment, he has recently started a peace and conflict studies program and a commu- nity mediation center that seek to create increased opportunities for restorative justice. His past work appears in Composition Studies, Rhetoric Review, and WPA Journal.
Paula Mathieu is an associate professor of English and director of First-Year Writing at Boston College. Her writing, which focuses on public discourse, economics, homeless- ness, and university-community partnerships, includes a book, Tactics of Hope: The Pub- lic Turn in English Composition, and two coedited collections, Beyond English, Inc. with Claude Hurlbert and David Downing and Writing Places with Tim Lindgren, George Grattan and Staci Shultz, as well as articles in CCCs, Rhetoric Review, and Works and Days.
Carolyn R. Miller is SAS Institute Distinguished Professor of Rhetoric and Technical Communication at North Carolina State University. Her research interests are in digital rhetoric, rhetorical theory, rhetoric of science and technology, and genre studies. Her work has appeared in Argumentation, Argumentation & Advocacy, College English, Config- urations, Journal of Business and Technical Communication, Quarterly Journal of Speech, Rhetorica, and Rhetoric Society Quarterly, as well as in many edited volumes. She has lec- tured and taught in North America, Europe, and South America, and she is a past presi- dent of the Rhetoric Society of America and current editor of Rhetoric Society Quarterly.
Thomas P. Miller teaches courses ranging from first-year composition to graduate semi- nars in the Rhetoric, Composition, and Teaching Program at the University of Arizona, where he is currently associate provost. He received the MLA's Mina Shaughnessy Award for the first volume of his history of college English, The Formation of College English: Rhetoric and Belles Lettres in the British Cultural Provinces. The second volume, The Evolu- tion of College English: Literacy Studies from the Puritans to the Postmoderns, is forthcoming.
Candice Rai is an assistant professor at the University of Washington in Seattle. Her re- search interests center on the relationship between the rhetorical and the material, on public and everyday rhetorics, on urban and spatial theory, on ethnography as a method for studying rhetoric in action, and on community-based pedagogies. Her work has been published in the Michigan Journal of Community Service, Reflections, and the Community Literacy Journal and will soon appear in Ethnography and in Texts of Conse- quence: Composing Rhetorics of Social Activism for the Writing Classroom.
Index
Ackerman, John M. , 11 actor-network theory, 194-95 adversarial relations, 22-26, 29 Aeschines, 28
African Americans, 122. See also "race as genetic"
agency, 193, 197, 200, 205; collective, 230-31; "public rhetorical work," 202; rhetorical, 10, 81, 83, 143, 204, 207, 285; rhetorical agency defined, 147; rhetorical agency of marginalized speakers, 153; rhetorical agency, taking, 145, 147-52. See also specific topics
agonism, 12, 25, 26, 33. See also specific topics
"agonistic pluralism," 41 Ahl, Frederick, 287 Alcidamas, 24
Alinsky, Saul D. , 137
All Quiet on the Western Front (Remarque), 62
Allen, Grant, 260-62
Allen, John, 86
Allen, Richard, 175-76
Alliance of Rhetoric Societies conference,
11
Alliance to Conserve Old Richmond Neighborhoods (ACORN), 158
Anderson, John R. , 217-18
anger, 165
anxiety, 2, 3, 5-7, 9, 114 Appadurai, Arjun, 10 archeological work, 65
Arendt, Hannah, 90, 283
Argument Culture, The (Tannen), 26 "argument is war" metaphor, 25 "argumentative turn," 80 Aristotle, 20, 27, 100, 101
Arnove, Robert, 280
Aspinwall, William, 255 assemblage, 83, 204
assembling a public, community,
group, or other aggregate, 194-201;
and supporting the knowledge work
of others, 201-5
Athenians, ancient, 32
Augusta, Arkansas, 267, 271-72, 276 Augusta Community Literacy Advocacy
Project, 270, 271, 274; analyzing the rhetorical activity of, 276-78; kickoff and the initial year, 274-76; public rhe- torical activity as a teaching opportu- nity, 278-81
Augusta Recovery Initiative, 272-74 Aune, James, 103
autopoiesis, 11
Bacon, Nora, 179
Balkan wars of the 1990s, 108
Barnet, Richard, 10
Barthes, Roland, 213
Be the Change, 79
Becker, Samuel, 4
Benjamin, Walter, 86
Bennett, Lance W. , 80-81
Berlin, James, 6
Bernhardt, Grace, 205
biopower (Foucault), 4
Bitzer, Lloyd, 3, 4, 9-10
Black, Edwin, 3
Blythe, Stuart, 195, 196
body politic, 101
Booth, Wayne, 2, 26, 31, 33
Bowen, Joy Lynn, 274, 276
Boyer, Ernest, 78
Boyte, Harry, 82
Brandt, Deborah, 279-80
"Breaking through the Border," 242-44 bringing-before-the-eyes, 101 Brockmann, Steven, 67
Bruffee, Kenneth, 5
Burchard, Esteban Gonza? lez, 128-29 Burke, Kenneth, 19-20, 25, 29, 39, 232 Bush, George H. W. , 284
Bush, George W. , ix, 63, 71n29, 285, 288 Bush, Robert, 234-35
302 Index
Cahn, Michael, 20-21
Cameron, Colin, 144
Campbell, George, 26-27
Capital Area Community Media Center,
200, 201
capitalism, 58-59, 79, 108, 262
Carnegie Mellon University (CMU) Deci-
sion Makers project, 147
Cato the Elder, 26
Cavanagh, John, 10
Cherokee Nation/Michigan State Univer-
sity (CN/MSU) collaborative, 175-81.
See also praxis of new media
Chicago Rehab Network, 47
Church Hill, Virginia, 157-58, 164 Cicero, 19, 20, 23, 24, 25, 100, 119
cities and towns making rhetorical state-
ments, 268-70
"civic," 76
civic communions, 270, 277
civic engagement, 7, 11, 76-77, 84,
89-91; across education, planning,
and political spheres, 78-80; discourse of, 1; nature of, 76; reframing, 81-82. See also engagement; rhetorical engage- ment
Civic Engagement in Action series, 78 civil rights legislation, 107
classroom, 211-12, 219; reimagining the,
220-25; transformative mediation in
the, 239-40. See also school
Clifford, James, 180
Clinton, Bill, 80
CMU (Carnegie Mellon University) Deci-
sion Makers project, 147
codes, 159, 292-93
Cold War, 107
collective agency. See agency, collective collective identity, 57, 64; "staged," 64 collective identity construction, 58, 60,
63, 67-68
Collier, Steven, 272, 274 color-blindness (race), 128-29 "coming out," 144-45. See also under
learning disabilities
Communism, 107, 108, 114n17 Community Literacy Advocacy Project.
See Augusta Community Literacy Advo-
cacy Project
community media center, 198-202,
206n14
Community Think Tank on Learning Disability, 138-39, 141, 145-48, 152
concealment, rhetorical, 20-23, 27-30, 69 "conduit metaphor" for communication,
35n59
consensus, 57-58, 105, 122-23 Consigny, Scott, 25
consumer ideal of citizenship, 50 Coogan, David, 216-17
cooperation, 24, 31, 33
Corder, Jim, 232, 238
Cornish, Samuel, 249
correspondence theory of truth, 27 counternarrative, 178. See also praxis of
new media
counterpublic deliberation, 152 counterpublic discourses, 61, 260 counterpublic spaces, 253-54, 259;
defined, 253
counterpublic spheres, xi counterpublics, xii, 60-61, 146-47,
160-62, 253, 284. See also specific topics creative economy, 83
critical framing, 182, 186-88
"critical mode" of reception, 32
critical philosophy, 56, 57
critical political communication, 56, 57;
mapping the unspeakable and diag- nosing identity, 62-68; theorizing, 58-60; and theorizing the public work of rhetoric, 60-62
critical rationality, 145, 146 criticism, 194
Crowley, Sharon, 103 Cruikshank, Barbara, 43, 45 cultural economy, 83, 84 Cushman, Ellen, 179
Dawes General Allotment Act of 1887, 177, 178
De Pastino, Todd, 255
Deems, Julia, 236
Delpit, Lisa, 219
democracy, 39-41, 51-52, 76-77; an
anthropology of, 104-7; attribution of a character or ethos to, 105; dissident press and, 249-50; as inclusive deliber- ative process, 47-48; as justice, 48-50; post-Berlin Wall moment, 98, 107-11; preserving it against exclusionary forces, 103; as topos, 43, 102-4, 108,
111, 114; Uptown's "public" and rhetor- ical uses of, 46-47. See also under public sphere trope
"democracy without democrats," 108, 109 Democratic Leadership Council (DLC),
79-80
democratic paradox/paradox of democ-
racy, 40, 41
democratic rhetorics: democratic gover-
nance and, 105-6; institutions of
democracy and, 105 Demosthenes, 22
DeVoss, Danielle Nicole, 179 Diab, Rasha, 222
diagnosis, medical, 140-41
dialogic engagement, 152
difference, 138; without exclusion, social
relations of, 51
Dio (Sophist), 288, 289
Dionysius, 28
disabilities: defined, 138; discourse on,
143, 144. See also learning disabilities disabilities studies, 143-44
dissent, rhetoric of, 251-54, 261; "Hobo"
News and, 254-59
dissident press, 252-54, 258-60, 262-63;
nature of, 249-51. See also dissent dissimulation, 20, 21, 23, 25, 26, 69 dissoi logoi (antithesis/counterstatement),
27, 167
du Gay, Paul, 83-84 Duberman, Martin, 222 Dupont, Leslie, 242
East End Teen Center ("Teen City"), 159-63
economy, new, 80, 82, 83, 89-90
Ede, Lisa, 5
education: civic rhetorical, 215; structural
possibilities of formal, 219-20. See also Augusta Community Literacy Advo- cacy Project; Augusta Recovery Initia- tive; dissent; pedagogies; school
Ehninger, Douglass, 3
Emig, Janet, 212
emotion, 23. See also specific emotions empire, 284-85
empowerment. See learning disabilities energeia (energy), 100-102, 112, 114 engagement, 76; citizen-scholars and
community, 8-12; methodology of--
see assembling a public, community, group, or other aggregate; scholarship of, 11. See also civic engagement; rhetorical engagement
engaging publics. See Cherokee Nation / Michigan State University (CN/MSU) collaborative; praxis of new media
Enlightenment, 29, 99
"entertainment mode" of reception, 32 Entman, Robert M. , 80-81 environmental projects, 195-96 epistemic crisis of rhetoric, 3-8
equal opportunity, 160
essentialism, 57
ethical practice, 183, 188-89
ethos, 34n29, 48, 165, 269, 276; of cities,
268, 269; creating a successful, 252; of democracy, 105; generative, 232; mis- sionary, 236; organizational, 84
expressive moves, 152
fairness, 106
fear. See anxiety
figured discourse, 290-92
Fix Wilson Yard, 52
Fleming, David, 44-45, 222
Flower, Linda, 4-5, 236
Folger, Joseph, 234-35
Foucault, Michael, 57, 65, 286-87 Fraser, Nancy, x
free speech, 284; practice, politics, and
posture, 286-88, 292. See also democracy Freire, Paulo, 137
freshman composition, 220, 222, 224-25 Freshman Composition program, 220 Fukuyama, Francis, 98
Galston, William, 215-16 Gaonkar, Dilip, 2, 5-7, 27 Garsten, Bryan, 33 Geisler, Cheryl, 218 genealogy, 65
generality (composition), 224 generative ethos, 232
genetic medicine: publishing about
race-based medicine in, 122-24. See
also "race as genetic" genomes, 125
gentrification. See democracy Germany, 64-67
Glenn, Cheryl, 249
Index 303
304 Index
"globalization," 10, 11, 82, 254; textual, 6 "globalization project" of rhetoric, 31 Goebbels, Joseph, 71n29
"going public," 7, 271. See also under
learning disabilities
Goodley, Dan, 143
Gorgias, 25
Grabill, Jeffrey T. , 179
Graff, Harvey, 280
Greeks, ancient, 286. See also Athenians;
specific philosophers
Greene, Ronald, 81
group difference, social relations affirm-
ing, 51
Gutmann, Amy, 111, 112
Habermas, Ju? rgen, x-xi, 44-45, 104, 111, 145
Hales, Kathryn, 11
Haplotype Map Project (HapMap), 121,
130; relabeling the, 126-27 Hariman, Robert, 31 Hart-Davidson, Bill, 200
Hauser, Gerard A. , 44-45, 90, 146 Hawhee, Debra, 25
Hayes, John, 4-5
health, public. See assembling a public,
community, group, or other aggregate health disparities, 121, 122. See also "race
as genetic"
hegemonic public, 60-61
Henwood, Doug, 82
Herzog, Don, 29, 30
Hesk, Jon, 32
Hitler, Adolf, 65, 66
"Hobo" News, 254, 260-61, 263; and a
rhetoric of dissent, 254-59 Holocaust, 64-66
homeless persons, dissident journalists
advocating for, 248, 255-57
housing. See Uptown
Housing Affordability Research Consor-
tium, 47
How, James Eads, 255-58
Howe, Craig, 186
Human Genetic Variation Consortium,
121, 122, 125, 127
human relations as adversarial, 22-26, 29
identity. See collective identity; learning disabilities; social identity
identity-asserting statements, 152. See also learning disabilities
Ignatieff, Michael, 284
imitation. See mimesis
immersion, 190, 214, 217, 218. See also
praxis of new media inclusion/exclusion, 103-5, 107, 108, 112,
113
incommensurability, 27. See also specific
topics
indirection, 225
insituatio, 25
instruction, implicit vs. explicit, 217-18 integrity and appearance, 30 intelligence quotient (IQ), 140 International Brotherhood Welfare Asso-
ciation (IBWA), 256, 257 International Network of Street Papers
(INSP), 253, 254
interpretive moves, 152
invention, 100. See also rhetorical inven-
tion
Jackson, Brian, 240
Jenninger, Philip, 65-66 Juergensmeyer, Erik, 240, 242 justice, democracy as, 48-50. See also
social justice
Kant, Immanuel, 69n2, 110-11
Kennedy, George A. , 101, 211
Kent, Ohio, city plans and artifacts, 87-89 cultural economy of, 84-87, 89
Kent State shootings, 86, 87
Kessler, Lauren, 250
King, Andrew, 10
knowledge work, 205
Kosovo, 104, 108, 109, 115n17
Kushner, Tony, 259
labels. See learning disabilities Laclau, Ernesto, 60, 65
language as (or should be) mimetic,
26-33. See also specific topics Lanham, Richard A. , 29, 32-33 Latour, Bruno, 194-95, 205; "thing
theory" and, 199
learning disabilities (LDs), aspects of,
152; damage control and the dilemma of, 141-43; in a deliberative discourse, 144-47; in a disabling discourse,
138-39; going public, 137-39, 141-43, 151; institutionalized, 141; mediatized, 139-40; medicalized, 140-41; represen- tation and identity, 143-44; taking rhetorical agency, 147-53
Lefebvre, Henri, 8
LeFevre, Karen Burke, 232, 238
Leff, Michael, 2
Lenehan, William, 220-21
Libanius, 290-92
liberation ideology, 108
liberties, 106
liminality (composition), 224 listening-rhetoric, 26
literacy, 279-80; autonomous vs. ideologi-
cal models of, 279
literacy campaigns, 280
"literacy climate," 279
literacy liaisons, 274
literacy programs, towns, and cities mak-
ing rhetorical statements, 267-71. See also Augusta Community Literacy Advocacy Project
Little Rock, Arkansas, 268-69 Lloyd-Jones, Richard, 231 local publics, 270
logos, 7, 163, 292
London, Jack, 258
Long, Eleanor, 270-71, 278 Longinus, 23, 28 Lunsford, Andrea, 5 Lyday, Margaret M. , 249
Machiavelli, Niccolo`, 20
Mahr, Bill, 71n30
marginality (of rhetoric), 18, 249-51;
power, control, and, 31; rhetoric's his-
tory of, 31
marginalized groups, xi, 146, 250 marginalized people, 137, 145-47 marginalized speakers, 138, 144, 149,
153
"marketplace," language of the, 27 Martinez, Inez, 223-24
Masses (magazine), 251-53 Maurin, Peter, 264n51 McDermott, R. P. , 143
media, learning disabilities in the,
138-39. See also under teaching rhetoric media center. See community media
center
mediation, 229-32, 244; "Breaking through the Border," 242-44; rediscov- ering the inventive capacities of con- flicted situations, 232-33; "Showdown in Superior! ," 240-42;
mediation, transformative: in the class- room, 239-40; as model for learning from "dissensus," 233-36
mediation center, community, 236-39 medical diagnosis, 140-41
Mehan, Hugh, 143
memory, 86-87. See also public memory Mendelsohn, Daniel, 284
mestiza public, 146-47
Michigan State University. See Cherokee
Nation / Michigan State University
(CN/MSU) collaborative
middle spaces, 159
Miller, Susan, 2
mimesis, 26-33; appearance of, 28 missionary ethos, 236
Mouffe, Chantal, 41, 82-83 Muehlenkamp, Bob, 222
multiliteracies. See pedagogy of multilit-
eracies mythos, 50, 163
9/11. See September 11, 2001, terrorist attacks
"Naming the LD Difference," 138 National Institutes of Health (NIH)
Roundtable on Race, 127-30 nationalism, 109
nation-state, 108, 113
Native Americans.
