1,720,964 research outputs found
Living Under the Surveilling Gaze: Public Queer Performance as Archiving Queer Resilience
Get PDFIn this thesis, I use two primary methods: critical textual analysis and autoethnography to explore how surveillance shapes queer public performance, particularly within cruising culture and adult bookstores. I center two sites of analysis: The Tearoom, a video game by Robert Yang, and an examination of my time working graveyard shifts at a cruising bookstore. Through José Esteban Muñoz's concepts of queer utopia and disidentification, I examine how queer individuals resist, subvert, and navigate systems of surveillance and heteronormativity within these spaces. I argue that cruising, a public performance, not only challenges dominant structures of control, but also archives queer memory and futurity through spatial and embodied resistance. My autoethnographic reflections interrogate moments of misidentification, discomfort, and emotional resonance to illustrate the intimate politics of being seen, surveilled, and desiring within these environments. Ultimately, I find that surveillance is not only a tool of repression, but also a communicative act that reveals the creative, resistant, and complex ways queer individuals continue to perform and survive in the margins
Addressing the Silenced: A Critical Excavation of the Work for Black Women in Crisis at the Rosa Parks Sexual Assault Crisis Center.
Get PDFIn this thesis, I used two methods: critical ethnography and performance ethnography to interview my mother - Enochcine Calhoun and my aunt - Felicia Gray to further explore how their experience as crisis counselors and administrators for Rosa Parks Sexual Assault Crisis Center in South Central Los Angeles. It is through this thesis that I argue that my mother and aunt destigmatized trauma care for Black women in crisis through their oppositional gaze. They also developed an ability to multi-dimensionally "read silences" by opposing silencing efforts that dehumanize Black women. bell hooks posits that the oppositional gaze allows for Black women to resist oppressive regimes through deliberate critique of our reality. To clarify my mother and aunt's strategic approaches, I analyze my interview with them speaking about their experiences in the Crisis Center. I also created a performance based on their experiences at the Crisis Center titled "Addressing the Silence" to better understand their perspective as Black female crisis counselors. In this play I perform their experience as Black female administrators and crisis counselors to excavate how they identified and navigated imposing looking relations that silenced themselves and their clients. In this study, I found that my mother and aunt engaged their sight to identify oppressive looking relations and sound to strategically resist silencing. My findings were that my mother and aunt radically cared for Black women by providing crisis counseling that prioritized the care of Black women from the perspective of the Black female social position
High-stakes stories: American public schools' crisis narrative and Diane Ravitch's Reign of Error
Get PDFWhile many in the United States have direct experience with the American public school system, few have an actual understanding of its intricacies. Accordingly, many rhetors use narrative in the social discourse of America's public schools in order to provide an organizational schema that makes such a complex system understandable to a mass audience. The dominant narrative regarding America's public schools is that they are failing and in desperate need of reform. However, many have grown discontent with the dominant narrative of America's "failing schools" - contending that this narrative is inaccurate and prompted by the would-be reformers' self-interest rather than goodwill. Thus, this study explores both the failing schools narrative and the counter-narrative of America's public schools. Specifically, Diane Ravitch's book Reign of Error: The Hoax of the Privatization Movement and the Danger to America's Public Schools is analyzed as a counter-narrative in response to other key cultural texts. In considering narrative rationality as a means of rhetoric, Ravitch asks her readers to entertain literary indeterminism, that the reformers may not have a perfect and final view of the public school system and its problems, and may therefore not have the correct corresponding solutions. She brings the codes of the dominant narrative to the surface - reminding her audience that stories, while compelling, might be more appropriately called "myth." However, the counter-narrative she provides re-orients the audience in narrative rationality. In this way, Ravitch rejects the reformers' narrative, but affirms narration as a tool for understanding. This interplay between narrative and counter-narrative demonstrates how rhetoric performs its work in shaping an audience's values and intentions. By analyzing how both narrative and counter-narrative are mobilized to create the political will to act or resist, a more broad understanding of narrative rationality (both its power to persuade and its utility in political struggles) is revealed. This thesis argues that while narrative rationality should always be questioned, narration is so deeply embedded in human epistemology and persuasion that telling a "better story" is often more effective than merely dismantling a dominant narrative. Thus, counter-narrative emerges as a viable means of challenging hegemonic cultural narratives.California State University, Northridge. Department of Communication Studies.Includes bibliographical references (pages 86-90
Cooperative argumentation: a feminist and critical pedagogical transformation of the argumentation course
No full textFeminists hold that patriarchal perspectives have become institutionalized and normalized as established knowledge because our schools of thought in the Western world have been developed from male and masculine perspectives. Feminist scholars are deconstructing the patriarchal bias that has structured education for centuries by developing new ways of knowing and transforming curriculum to provide an alternative to patriarchal values and practices that permeate education. The purpose of this study is to develop and teach a course on argumentation that is informed by feminist perspectives. This study demonstrates how a feminist paradigm of cooperation and interdependence can function as a framework to redefine argument and broaden its application and understanding beyond traditional adversarial and competitive perspectives. This thesis project investigates literature from argumentation, feminist perspectives on argumentation, critical pedagogy, feminist pedagogy and deliberative democracy to inform the design and facilitation of this "re-envisioned" course. Feminist perspectives on argument are positioned within contributions to contemporary argumentation theory, not critiques that place the feminist ideas outside the conversation. Deliberative democracy informed the design of various class assignments where deliberation and dialogue were practiced. Feminist and critical pedagogy were adopted as research methods to inform the design and facilitation of the collaborative and cooperative classroom and curriculum. Ethnographic observations of the classroom were also made over the term of the course in order to analyze the new argumentation curriculum and the students' reaction to this transformed course. The important themes that emerged in this project centered around the equitable and democratic environment and relationships of the classroom encouraged by a critical pedagogy praxis, concepts of the feminist argumentation curriculum such as empathy and difference, as well as the transformative nature of reframing a traditional course from a feminist perspective.California State University, Northridge. Department of Communication Studies.Includes bibliographical references (pages 103-113
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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