Performing a Metis Pedagogy in the Rhetoric and Writing Studies Classroom
Scholars in the field of disability rhetoric (e.g. Dolmage; Price; Vidali) have long called for the denormalization of traditional approaches to the teaching of rhetoric and composition. Such approaches historically characterize rhetoric as disembodied and ask students to compose straight, linear, a...
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| Format: | Article |
| Language: | English |
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The Ohio State University Libraries
2020-03-01
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| Series: | Disability Studies Quarterly |
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| Online Access: | https://dsq-sds.org/article/view/7225 |
| _version_ | 1818415539786088448 |
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| author | Hilary Selznick |
| author_facet | Hilary Selznick |
| author_sort | Hilary Selznick |
| collection | DOAJ |
| description | Scholars in the field of disability rhetoric (e.g. Dolmage; Price; Vidali) have long called for the denormalization of traditional approaches to the teaching of rhetoric and composition. Such approaches historically characterize rhetoric as disembodied and ask students to compose straight, linear, alphabetic texts which privilege meaning-making through written discourse and remain inaccessible to diverse users and audiences. As a response, this article recounts how I applied the concept of metis—double, divergent, crooked—as a theoretical framework for a special topics course "Disability, Rhetoric, and the Body," and as an alternative pedagogical approach to the teaching of rhetoric and composition. More specifically, this article explores the connection between my own metis-work as a teacher-scholar and my students' performance of metis through multimodal composing and analysis. As a result, the rhetoric and composition classroom becomes a non-normative space where difference is not only valued, but celebrated. |
| first_indexed | 2024-12-14T11:36:36Z |
| format | Article |
| id | doaj.art-c94158ed76d1482d8ee5fd860b71a2d6 |
| institution | Directory Open Access Journal |
| issn | 1041-5718 2159-8371 |
| language | English |
| last_indexed | 2024-12-14T11:36:36Z |
| publishDate | 2020-03-01 |
| publisher | The Ohio State University Libraries |
| record_format | Article |
| series | Disability Studies Quarterly |
| spelling | doaj.art-c94158ed76d1482d8ee5fd860b71a2d62022-12-21T23:03:01ZengThe Ohio State University LibrariesDisability Studies Quarterly1041-57182159-83712020-03-0140110.18061/dsq.v40i1.72254487Performing a Metis Pedagogy in the Rhetoric and Writing Studies ClassroomHilary Selznick0Western Michigan UniversityScholars in the field of disability rhetoric (e.g. Dolmage; Price; Vidali) have long called for the denormalization of traditional approaches to the teaching of rhetoric and composition. Such approaches historically characterize rhetoric as disembodied and ask students to compose straight, linear, alphabetic texts which privilege meaning-making through written discourse and remain inaccessible to diverse users and audiences. As a response, this article recounts how I applied the concept of metis—double, divergent, crooked—as a theoretical framework for a special topics course "Disability, Rhetoric, and the Body," and as an alternative pedagogical approach to the teaching of rhetoric and composition. More specifically, this article explores the connection between my own metis-work as a teacher-scholar and my students' performance of metis through multimodal composing and analysis. As a result, the rhetoric and composition classroom becomes a non-normative space where difference is not only valued, but celebrated.https://dsq-sds.org/article/view/7225rhetoriccompositionrhetoric and compositiondisabilitydisability studiesdisability rhetoricwriting pedagogy |
| spellingShingle | Hilary Selznick Performing a Metis Pedagogy in the Rhetoric and Writing Studies Classroom Disability Studies Quarterly rhetoric composition rhetoric and composition disability disability studies disability rhetoric writing pedagogy |
| title | Performing a Metis Pedagogy in the Rhetoric and Writing Studies Classroom |
| title_full | Performing a Metis Pedagogy in the Rhetoric and Writing Studies Classroom |
| title_fullStr | Performing a Metis Pedagogy in the Rhetoric and Writing Studies Classroom |
| title_full_unstemmed | Performing a Metis Pedagogy in the Rhetoric and Writing Studies Classroom |
| title_short | Performing a Metis Pedagogy in the Rhetoric and Writing Studies Classroom |
| title_sort | performing a metis pedagogy in the rhetoric and writing studies classroom |
| topic | rhetoric composition rhetoric and composition disability disability studies disability rhetoric writing pedagogy |
| url | https://dsq-sds.org/article/view/7225 |
| work_keys_str_mv | AT hilaryselznick performingametispedagogyintherhetoricandwritingstudiesclassroom |