A trenchant examination of the political dynamics of autobiography in education.

How do historically marginalized groups expose the partiality and presumptions of educational institutions through autobiographical acts? How are the stories we tell used to justify resistance to change or institutional complacency? These are the questions Wendy S. Hesford asks as she considers the uses of autobiography in educational settings. This book demonstrates how autobiographical acts-oral, written, performative, and visual-play out in vexed and contradictory ways and how in the academy they can become sites of cultural struggle over multicultural education, sexual harassment, institutional racism, hate speech, student activism, and commemorative practices.

Within the context of Oberlin, a small liberal arts college in Ohio, and beginning with a speak-out organized by Asian American students in 1995, this book looks at the uses of autobiographical practices in empowering groups traditionally marginalized in academic settings. Investigating the process of self-representation and the social, spatial, and discursive frames within which academic bodies and identities are constituted, Framing Identities explores the use of autobiographical acts in terms of power, influence, risks involved, and effectiveness. Hesford does not endorse autobiography as an unequivocal source of empowerment, however. Instead, she illustrates how autobiographical practices in the academy can mobilize competing and often irreconcilable interests. Hesford argues that by integrating self-reflection into cultural, rhetorical, and material analyses-and encouraging students to do the same-teachers not only will largely justify attention to the personal in the classroom, they will help their communities move beyond a naive identity politics. Framing Identities provides a model for teacher-researchers across the disciplines (education, English, composition, cultural studies, women’s studies, to name a few) to investigate the contradictory uses and consequences of autobiography at their own institutions, and to carve out new pedagogical spaces from which they and their students can emerge as social, political, and intellectual subjects.

Engaging critical human rights studies from an interdisciplinary arts and humanities perspective, Human Rights on the Move addresses a range of human rights violations in contemporary society, including the carceral systems that prevent movement, the gendered and racial restrictions placed on movement, the lack of access that assures movement only for those who have the ability to move, and the histories of movements such as settler colonialism. The approaches to human rights in this wide-ranging collection are also “on the move,” emphasizing a nimble, cross-disciplinary approach that considers the intersection of politics, culture, and the arts.

Contributing artists, activists, and scholars expose the fundamental paradox of human rights (namely that nation-states are violators and guarantors of rights) while also showing how people facing violence and persecution move with the hope of more livable and equitable futures. The assembled scholarly essays, interviews, and creative pieces demonstrate the importance of a more relational and contextual understanding of human rights—one that can destabilize current definitions and open space for new formulations.

Across disciplines, scholars have employed theories of precarity to help explain the pervasiveness of problems related to labor, migration, biopolitics, global and state governance, economies of war and violence, poverty, environmental degradation, and a host of other pressing issues. Precarous Rhetorics is the first work to bring precarity studies to the field of rhetoric and communication—and to couple it with new materialist frameworks—in order to unearth and analyze the material conditions and structuring logics of inequality.
This collection features cross-disciplinary contributions from leading scholars, including the editors of the volume as well as James J. Brown Jr., Gale Coskan-Johnson, Ronald Greene, Lavinia Hirsu, Arabella Lyon, Louis Maraj, Sara McKinnon, Alexandra Schultheis Moore, Kimberlee Pérez, Margaret Price, Amy Shuman, Kristin Swenson, Becca Tarsa, and Belinda Walzer. Chapters emphasize a materialist-rhetorical approach while also drawing on feminist studies, women of color feminisms, affect studies, critical disability studies, critical race and ethnic studies, medical humanities, sexuality studies, queer migration studies, and human rights and humanitarian studies. While theoretically rich, this volume intentionally features chapters that explore precarious rhetorics as they operate in practice—whether in borderlands, politics, public policy, or the quotidian spaces of human activity, such as school, work, social media, and medicine.