Querying Consent examines the ways in which the concept of consent is used to map and regulate sexual desire, gender relationships, global positions, technological interfaces, relationships of production and consumption, and literary and artistic interactions. From philosophy to literature, psychoanalysis to the art world, the contributors to Querying Consent address the most uncomfortable questions about consent today. Grounded in theoretical explorations of the entanglement of consent and subjectivity across a range of textual, visual, multi- and digital media, Querying Consent considers the relationships between consent and agency before moving on to trace the concept’s outcomes through a range of investigations of the mutual implication of personhood and self-ownership.

By the mid-1990s feminist theorists and critics began to challenge conventional thinking about sex difference and its relationship to gender and sexuality. Scholars such as Anne Fausto-Sterling and Judith Butler troubled the sex-gender/nature-nurture divide. Some have asserted that these questions about sex are much too abstract to contribute to a valuable understanding of the material politics faced by feminist movements. In A Question of Sex, Kristan Poirot challenges this assumption and demonstrates that contemporary theories about sex, gender, identity, and difference compel a rethinking of the history of feminist movements and their rhetorical practices.

Poirot focuses on five case studies—the circulation of Sojourner Truth's "Ain't I a Woman?" in early and contemporary feminist contexts; the visual rhetorics of the feminist self-help health movement; the public discourse of Elizabeth Cady Stanton and early nineteenth-century ideas about suffrage, sex, and race; the conflicts over lesbian sexuality in the 1960s and 1970s; and the discourse that surrounds twenty-first-century SlutWalks. In the process, Poirot rethinks the terms through which we understand U.S. feminist movements to explore the ways feminism has questioned sexed distinctions and practices over time. She emphasizes the importance of reading feminist engagements with sex as rhetorical endeavors—practices that are shaped by the instrumental demands of movements, the exigent situations that call for feminists to respond, and the enduring philosophical traditions that circulate in U.S. political contexts., reviewing a previous edition or volume

Quintilian on the Teaching of Speaking and Writing, edited by James J. Murphy and Cleve Wiese, offers scholars and students insights into the pedagogies of Marcus Fabius Quintilianus (ca. 35–ca. 95 CE), one of Rome’s most famous teachers of rhetoric. Providing translations of three key sections from Quintilian’s important and influential Institutio oratoria (Education of the Orator), this volume outlines the systematic educational processes that Quintilian inherited from the Greeks, foregrounding his rationale for a rhetorical education on the interrelationship between reading, speaking, listening, and writing, and emphasizing the blending of moral purpose and artistic skill.
 
Translated here, Books One, Two, and Ten of the Institutio oratoria offer the essence of Quintilian’s holistic rhetorical educational plan that ranges from early interplay between written and spoken language to later honing of facilitas, the readiness to use language in any situation. Along with these translations, this new edition of Quintilian on the Teaching of Speaking and Writing contains an expanded scholarly introduction with an enhanced theoretical and historical section, an expanded discussion of teaching methods, and a new analytic guide directing the reader to a closer examination of the translations themselves.
 
A contemporary approach to one of the most influential educational works in the history of Western culture, Quintilian on the Teaching of Speaking and Writing provides access not only to translations of key sections of Quintilian’s educational program but also a robust contemporary framework for the training of humane and effective citizens through the teaching of speaking and writing.

Quintilian’s method is based on the interrelationship between speaking, reading, and writing. Murphy lists and defines the main elements that appear in the Institutio oratorio. Each of these elements—Precept, Imitation, Composition Exercises, Declamation, and Sequencing—is further subdivided according to goals and exercises.

The first two books of the Institutio oratorio concern the early education of the orator, with the focus on the interplay between seen-language and heard-language. Book Ten is an adult’s commentary on the instruction of rhetoric. It involves itself primarily with facilitas, the readiness to use language in any situation.