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Kenneth Burke: Rhetoric and Ideology is a lucid and accessible introduction to a major twentieth-century thinker those ideas have influenced fields as diverse as literary theory, philosophy, linguistics, politics and anthropology. Stephen Bygrave explores the content of Burke's vast output of work, focusing especially on his preoccupation with the relation between language, ideology and action. By considering Burke as a reader and writer of narratives and systems, Bygrave examines the inadequacies of earlier readings of Burke and unfolds his thought within current debates in Anglo-American cultural theory. This is an excellent re-evaluation of Burke's thought and valuble introduction to the impressive range of his ideas.
Cold War Rhetoric is the first book in over twenty years to bring a sustained rhetorical critique to bear on central texts of the Cold War. The rhetorical texts that are the subject of this book include speeches by Presidents Eisenhower and Kennedy, the Murrow- McCarthy confrontation on CBS, the speeches and writings of peace advocates, and the recurring theme of unAmericanism as it has been expressed in various media throughout the Cold War years. Each of the authors brings to his texts a particular approach to rhetorical criticism—strategic, metaphorical, or ideological. Each provides an introductory chapter on methodology that explains the assumptions and strengths of their particular approach.
"This book takes up issues of current concern in composition studies, sociolinguistics, and ESL--issues concerning academic literacy, critical literacy, expressive versus cognitive approaches to the teaching of writing, and the like. It does so in a practical, experiential way, drawing on events in classrooms in universities in South Africa and the United States. The contrast between the South African context and the American, as well as their surprising parallels, highlight certain questions concerning the teaching of literacy in a dramatic way, so that theory and practice are brought together. In contrast to writing programs that follow a textbook or a planned sequence of study, the authors describe a narrative pedagogy that encourages students to find a direction and choose activities suggested by their own concerns and ongoing lives."--Publisher.
The rhetorical theory of narrative that emerges from these investigations emphasizes the recursive relationships between authorial agency, textual phenomena, and reader response, even as it remains open to insights from a range of critical approaches - including feminism, psychoanalysis, Bakhtinian linguistics, and cultural studies. The rhetorical criticism Phelan advocates and employs seeks, above all, to attend carefully to the multiple demands of reading sophisticated narrative; for that reason, his rhetorical theory moves less toward predictions about the relationships between techniques, ethics, and ideologies and more toward developing some principles and concepts that allow us to recognize the complex diversity of narrative art.
Professor Michael Billig is one of the most significant living figures in social psychology. This book will bring together expert accounts of Billig‘s ideas on a wide range of issues in a single text. Each of the contributors will explain the importance of Billig‘s work for a specific area detailing its application to a particular social psychological problematic.
In this book, Jasper Neel’s sure-to-be-controversial resituating of Aristotle centers around three questions that have been constants in his twenty-two years of teaching experience: What does itmean to teach writing? What should one know before teaching writing? And, if there is such a thing as "research in the teaching of writing," what is it? Believing that all composition teachers are situated politically and socially, both as part of the institution in which they teach and as beings with lived histories, Neel examines his own life and the life of composition studies as a discipline in the context of Aristotle. Neel first situates the Rhetoric as a political document; he then situates the Rhetoric in the Aristotelian system and describes how professional discourse came to know itself through Aristotle’s way of studying the world; finally, he examines the operation of the Rhetoric inside itself before arguing the need to turn to Aristotle’s notion of sophistry as a way of negating his system. By pointing out the connections among Aristotelian rhetoric, the contemporary university, and the contemporary writing teacher, Neel shows that Aristotle’s frightening social theories are as alive today as are Aristotelian notions of discourse. Neel explains that by their very nature teachers must speak with a professional voice. It is through showing how to "hear" one’s professional voice that Neel explores the notion of professional discourse that originates with Aristotle. In maintaining that one must pay a high price in order to speak through Aristotle’s theory or to assume the role of "professional," he argues that no neutral ground exists either for pedagogy or for the analysis of pedagogy. Neel concludes this discussion by proposing that Aristotelian sophistry is both an antidote to Aristotelian racism, sexism, and bigotry and a way of allowing Aristotelian categories of discourse to remain useful. Finally, as an Aristotelian, a teacher, and a writer, Neel responds both to Aristotle and to professionalism by rethinking the influence of the past and reviving the voice of Aristotelian sophistry.
In this thought-provoking book, Billig presents major essays which develop and illustrate his rhetorical approach to social psychology. His position is that everyday thinking, including the holding of opinions, is of its essence both rhetorical and ideological. The very process of thinking is a process of argumentation and debate - with self, with others and with the ideologies inherent in the social stock of commonsense knowledge. Following an elaboration of the theoretical basis and implications of his argument, the author demonstrates how a rhetorical perspective can be applied empirically. He explores the concept of prejudice, argumentation within the family, commonsense opinions about monarchy and the operations of ide
This book asks an important question often ignored by ancient historians and political scientists alike: Why did Athenian democracy work as well and for as long as it did? Josiah Ober seeks the answer by analyzing the sociology of Athenian politics and the nature of communication between elite and nonelite citizens. After a preliminary survey of the development of the Athenian "constitution," he focuses on the role of political and legal rhetoric. As jurymen and Assemblymen, the citizen masses of Athens retained important powers, and elite Athenian politicians and litigants needed to address these large bodies of ordinary citizens in terms understandable and acceptable to the audience. This book probes the social strategies behind the rhetorical tactics employed by elite speakers. A close reading of the speeches exposes both egalitarian and elitist elements in Athenian popular ideology. Ober demonstrates that the vocabulary of public speech constituted a democratic discourse that allowed the Athenians to resolve contradictions between the ideal of political equality and the reality of social inequality. His radical reevaluation of leadership and political power in classical Athens restores key elements of the social and ideological context of the first western democracy.
In this provocative and forcefully written book, Steven Mailloux takes issue with the validity of a number of distinctions commonly made in contemporary literary theory and cultural studies--distinctions between theory and history, reader and text, truth and ideology, aesthetics and politics. Mailloux first presents the case for a rhetorical hermeneutics and against foundationalist theories of interpretation. Doing hermeneutic theory, he argues, entails doing rhetorical history. By means of a detailed analysis of reader-response criticism, he highlights the connections between institutional politics and the interpretive rhetoric of academic literary criticism. Mailloux then uses Adventures of Huckleberry Finn as an exemplary text. Relating Mark Twain's rhetoric to the cultural politics of post-Reconstruction debates about racist ideology, he places his reader-oriented interpretation within the rhetorical history of controversies over the meaning and value of Huckleberry Finn. Finally, in a far-ranging study of cultural reception, he juxtaposes the twentieth-century concern about the topic of race in Huckleberry Finn with the nineteenth-century audience's very different concerns about juvenile delinquency and the "bad-boy boom." In the final part of the book, Mailloux restates his critique of foundationalist hermeneutics through readings of Ken Kesey, Michel Foucault, Edward Said, and Richard Rorty, and he concludes by examining the role of rhetoric and theory in a congressional dispute over the Reagan administration's reinterpretation of the Anti-Ballistic Missile Treaty. Rhetorical Power will be welcomed by readers in literary theory and American studies, as well as in such fields as speech communication, the sociology of culture, and social and intellectual history, and by others interested in the politics of persuasion.
Chapter by chapter, 'Deep Rhetoric' develops an understanding of rhetoric not only in its philosophical dimension but also as a means of guiding and conducting conflicts, achieving justice and understanding the human condition.