Results by title
4 books match the query 'Eble, Michelle F.'
Interrogating Gendered Pathologies
Erin A. Clark
Utah State University Press, 2020
These chapters engage common narratives about the ways in which gender in healthcare is secondary and highlights the stories of people who have battled to prioritize their own bodies through extraordinary difficulties. Employing a multiplicity of voices, the book represents a number of different perspectives on what it might look like to return health and medical data to embodied experience, to consider the effects of gendered and intersectional biomedical norms on lived realities, and to subvert the power of institutions in ways that move us toward biomedical justice.
This collection contributes to the burgeoning field of health and medical rhetorics by rhetorically and theoretically intervening in what are often seen as objective and neutral decisions related to the body and to scientific and medical data about bodies. Interrogating Gendered Pathologies will be of interest to feminist scholars in the field of rhetoric and writing studies, specifically those in the rhetorics of health and medicine, as well as scholars of technical communication, feminist studies, gender studies, technoscience studies, and bioethics.
Contributors: Leslie Anglesey, Mary Assad, Beth Boser, Lillian Campbell, Marleah Dean, Lori Beth De Hertogh, Leandra Hernandez, Elizabeth Horn-Walker, Caitlin Leach, Jordan Liz, Miriam Mara, Cathryn Molloy, Kerri Morris, Maria Novotny, Sage Perdue, Colleen Reilly
Key Theoretical Frameworks
Teaching Technical Communication in the Twenty-First CenturyAngela M. Haas
Utah State University Press, 2018
The collection provides a valuable resource for teachers new to translating social justice theories to the classroom by presenting concrete examples related to technical communication. Each contribution adopts a particular theoretical approach, explains the theory, situates it within disciplinary scholarship, contextualizes the approach from the author’s experience, and offers additional teaching applications.
The first volume of its kind, Key Theoretical Frameworks for Teaching Technical Communication in the Twenty-First Century links the theoretical with the pedagogical in order to articulate, use, and assess social justice frameworks for designing and teaching courses in technical communication.
Contributors: Godwin Y. Agboka, Matthew Cox, Marcos Del Hierro, Jessica Edwards, Erin A. Frost, Elise Verzosa Hurley, Natasha N. Jones, Cruz Medina, Marie E. Moeller, Kristen R. Moore, Donnie Johnson Sackey, Gerald Savage, J. Blake Scott, Barbi Smyser-Fauble, Kenneth Walker, Rebecca Walton
Practicing Digital Activisms
Nicole E. Allen
Utah State University Press, 2027
Practicing Digital Activisms reframes digital activism as embodied, situated work that extends across classrooms, communities, institutions, streets, and ecosystems. It develops frameworks for studying and practicing activism in an era shaped by social media, datafication, and artificial intelligence. At the heart of the collection is a rethinking of digital activism for the twenty-first century that traces activism through networks of people, platforms, infrastructures, and material practices.
Bringing together scholars in rhetoric, writing studies, technical communication, and community engagement, contributors show how activism now unfolds across interconnected media ecologies, through affective and material infrastructures, and at multiple tempos ranging from viral moments to the quieter practices of organizing, care, and persistence. Through case studies of food activism, environmental advocacy, reproductive health, social media movements, and emerging data practices, contributors demonstrate digital activism as a sustained practice of coalition building, circulation, documentation, and persistence. The chapters provide theoretical tools for making infrastructures visible, negotiating ethical responsibility, and designing interventions responsive to local needs and broader struggles for justice.
Attending to the risks that shape contemporary digital life—including surveillance, commodification, algorithmic bias, harassment, platform control, and unequal access—the collection offers language, methods, and examples for understanding how communities build power, sustain movements, and imagine just futures through digital practice. For scholars, teachers, students, organizers, and readers interested in digital rhetoric and social change, Practicing Digital Activisms invites attention to digital participation as a vital site where collective action is imagined, contested, and practiced.
Reclaiming Accountability
Improving Writing Programs through Accreditation and Large-Scale AssessmentsWendy Sharer
Utah State University Press, 2016
Reclaiming Accountability brings together a series of critical case studies of writing programs that have planned, implemented, and/or assessed the impact of large-scale accreditation-supported initiatives. The book reimagines accreditation as a way to leverage institutional or programmatic change.
Contributions to the volume are divided into three parts. Part 1 considers how specialists in composition and rhetoric can work most productively with accrediting bodies to design assessments and initiatives that meet requirements while also helping those agencies to better understand how writing develops and how it can most effectively be assessed. Parts 2 and 3 present case studies of how institutions have used ongoing accreditation and assessment imperatives to meet student learning needs through programmatic changes and faculty development. They provide concrete examples of productive curricular (part 2) and instructional (part 3) changes that can follow from accreditation mandates while providing guidance for navigating challenges and pitfalls that WPAs may encounter within shifting and often volatile local, regional, and national contexts.
In addition to providing examples of how others in the profession might approach such work, Reclaiming Accountability addresses assessment requirements beyond those in the writing program itself. It will be of interest to department heads, administrators, writing program directors, and those involved with writing teacher education, among others.
Contributors: Linda Adler-Kassner, William P. Banks, Remica Bingham-Risher, Melanie Burdick, Polina Chemishanova, Malkiel Choseed, Kyle Christiansen, Angela Crow, Maggie Debelius, Michelle F. Eble, Jonathan Elmore, Lorna Gonzalez, Angela Green, Jim Henry, Ryan Hoover, Rebecca Ingalls, Cynthia Miecznikowski, Susan Miller-Cochran, Cindy Moore, Tracy Ann Morse, Joyce Magnotto Neff, Karen Nulton, Peggy O’Neill, Jessica Parker, Mary Rist, Rochelle Rodrigo, Tulora Roeckers, Shirley K. Rose, Iris M. Saltiel, Wendy Sharer, Terri Van Sickle, Jane Chapman Vigil, David M. Weed