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last.updated 11.8.11
Institutional Rhetoric
Purpose
Institutions,
as the readings have argued, develop and reify certain rhetorics. Likewise,
they are themselves rhetorical bodies, and therefore, subject to change.
We will look at how institutional theories about the State are relevant
to the composition classroom, as well as how we may or may not be able
to change academic and programmatic institutions.
Before Class
- Read Foucault "The Means of Correct Training" [BB]
- Read Althusser "Ideology and The State" [BB]
- Read Porter et al. "Institutional Critique" [College Composition and Communication, 51.4]
- Read Phelps "Institutional Invention" [BB]
- Teaching Applied Rhetoric Workshop #1: Nathan & Eric
Workshop–Cross-cultural Rhetoric
Nathan & Eric will lead a workshop on cross-cultural rhetoric and its application to the composition classroom.
Activity–Distinguishing 'Critique' from 'Invention'
Using the assigned Google Document space, work with your group to map how your understanding of Porter, et al. vs. Phelps. The easiest way to do this is create a table with one column being a concept that is addresses, one column for how Porter, et al. address that concept and one column for how Phelps addresses this concept. To help yourself and your audience, I recommend referencing pages that so you all can find specific passages latter. Get through as many concepts as you can in 45 minutes.
| Group | Members | Context |
| 1 | Cheri, Eric, Jennifer, Mat | Administration |
| 2 | Jamie, Wil, Catrina | Multimodal FYC |
| 3 | George, Nathan, Sherie | Traditional FYC |
Discussion: Fight the Power... Well Maybe
- How questions, comments and/or concerns do you have about the readings for this week?
- How do you see yourself as a teacher or administrator upholding ideologies within your ISA role? How does this address Rickert argument? In what ways do you resist them? Do you these acts as institutional critique, institutional invention, or both?
- For Foucault visibility is a large part of the institutional work. Thinking in terms of physical space, logistics, and intellectual work, in what ways do you see your work as an administrator or instructor in "the shade"? In what ways does your work get made visible? Are either of these the most desirable outcome? How do you try to resist them?