Author

Brent Lucia

Date of Award

Spring 5-2018

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

English

First Advisor

Curtis Porter

Second Advisor

Mary Stewart

Third Advisor

Matthew Vetter

Abstract

This theoretical study explores the posthuman turn in composition and rhetoric in order to consider its relevance to community-engaged pedagogy in the composition classroom. Through a theoretical discussion regarding both posthuman and critical regionalist theory, this research project looks to develop a new type of posthuman inquiry entitled Posthuman Critical Regionalists Inquiry (PCRI). PCRI hopes to enhance students’ rhetorical awareness while allowing them to engage with their community, helping to create critical thinking citizens. This type of inquiry considers current composition scholarship on critical regionalists theory as a vehicle for implementing posthumanism, arguing that students can improve their rhetorical sensibilities in a writing classroom by not only recognizing the global and local narratives that construct a text, but also through acknowledging the ecological landscape they find themselves in. PCRI was built fom the understanding that posthumanism can help compositionalists think through better informed community-engaged pedagogical models. The study eventually presents composition practices designed with PCRI in mind and demonstrates the type of thinking this posthuman inquiry could create for both composition practitioners and students.

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