This book constitutes a counternarrative to Shenandoah National Park official history, using 300 letters in park archives written by families who were displaced upon the creation of the national park, authorized by Congress in 1926. Using this significant, newly catalogued corpus of letters, Powell reveals the many facets of the poor, disadvantaged writers, who took up letter writing to address the powerful park bureaucracy, despite their educational disadvantages. They wrote to resist the rhetorics used to describe them and created their own representations through their letters.
Performing Auto/biography: Narrating a Life as Activism analyzes the rhetorical strategies employed in five authors’ auto/biographical texts, examining their representations of identities and the public implications of writing individual identity. Exploring the ways race, class, culture, ethnicity, gender, and sexuality might affect the form(s) in which writers choose to write (e.g., memoir, fictional autobiography, poetry), questions how autobiographers challenge notions of genre, truth, and representation. This builds on the argument that constructing identity is a Performing Autobiography performance, one that can simultaneously use and subvert traditional notions of rhetoric and genre. By examining the auto/biographical texts of Zora Neale Hurston, Audre Lorde, Dorothy Allison, Joyce Johnson, and Shirley Geok-lin Lim together, the book theorizes self-representation and genres as rhetorical performances, and therefore their texts can be seen as “performative auto/biography”—transgressive archives where readers are asked to consider their own identities and act accordingly. In doing so, this book contributes to growing theories in feminist rhetorics and auto/biography studies, arguing that these performative genres advocate for life narratives as political and social activism.
In this book, Powell examines the ways that identities are constructed in displacement narratives based on cases of eminent domain, natural disaster, and civil unrest, attending specifically to the rhetorical strategies employed as barriers and boundaries intersect with individual lives. She provides a unique method to understand how the displaced move within accepted and subversive discourses, and how representation is a crucial component of that movement. In addition, Powell shows how notions of human rights and the "public good" are often at odds with individual well-being and result in intriguing intersections between discourses of power and discourses of identity. Given the ever-increasing numbers of displaced persons across the globe, and the "layers of displacement" experienced by many, this study sheds light on the resources of rhetoric as means of survival and resistance during the globally common experience of displacement.
This book offers a richly observed study of three principals working in some of the most disadvantaged primary schools in Victoria, Australia. It explores their social justice understandings and practices in working to improve the educational outcomes for children in their schools, through autobiography, biographical interviews, in-depth interviews and observations. The work looks into their life histories, the formation of their primary and secondary habitus, and uncovers and examines their encounters with the public education field. Drawing on Pierre Bourdieu’s theory of practice and his ‘thinking tools’, the book investigates how the principals’ understandings of social justice are shaped by the intersection of their life and work histories. This book is of interest to educational leadership scholars interested in the application of critical theory to studies of leadership. The book provides an exemplar for the application of Bourdieu’s theory of practice, and it makes a strong contribution to Bourdieusian scholarship, social justice scholarship and educational leadership scholarship.
Performing Auto/biography: Narrating a Life as Activism analyzes the rhetorical strategies employed in five authors’ auto/biographical texts, examining their representations of identities and the public implications of writing individual identity. Exploring the ways race, class, culture, ethnicity, gender, and sexuality might affect the form(s) in which writers choose to write (e.g., memoir, fictional autobiography, poetry), questions how autobiographers challenge notions of genre, truth, and representation. This builds on the argument that constructing identity is a Performing Autobiography performance, one that can simultaneously use and subvert traditional notions of rhetoric and genre. By examining the auto/biographical texts of Zora Neale Hurston, Audre Lorde, Dorothy Allison, Joyce Johnson, and Shirley Geok-lin Lim together, the book theorizes self-representation and genres as rhetorical performances, and therefore their texts can be seen as “performative auto/biography”—transgressive archives where readers are asked to consider their own identities and act accordingly. In doing so, this book contributes to growing theories in feminist rhetorics and auto/biography studies, arguing that these performative genres advocate for life narratives as political and social activism.
In this book, Powell examines the ways that identities are constructed in displacement narratives based on cases of eminent domain, natural disaster, and civil unrest, attending specifically to the rhetorical strategies employed as barriers and boundaries intersect with individual lives. She provides a unique method to understand how the displaced move within accepted and subversive discourses, and how representation is a crucial component of that movement. In addition, Powell shows how notions of human rights and the "public good" are often at odds with individual well-being and result in intriguing intersections between discourses of power and discourses of identity. Given the ever-increasing numbers of displaced persons across the globe, and the "layers of displacement" experienced by many, this study sheds light on the resources of rhetoric as means of survival and resistance during the globally common experience of displacement.
This book constitutes a counternarrative to Shenandoah National Park official history, using 300 letters in park archives written by families who were displaced upon the creation of the national park, authorized by Congress in 1926. Using this significant, newly catalogued corpus of letters, Powell reveals the many facets of the poor, disadvantaged writers, who took up letter writing to address the powerful park bureaucracy, despite their educational disadvantages. They wrote to resist the rhetorics used to describe them and created their own representations through their letters.
This will help us customize your experience to showcase the most relevant content to your age group
Please select from below
Login
Not registered?
Sign up
Already registered?
Success – Your message will goes here
We'd love to hear from you!
Thank you for visiting our website. Would you like to provide feedback on how we could improve your experience?
This site does not use any third party cookies with one exception — it uses cookies from Google to deliver its services and to analyze traffic.Learn More.