Results by title
4 books match the query 'Stenberg, Shari J.'
Centering Student Activism
Feminist Rhetorical Interruptions of Sexual Assault CultureShari J. Stenberg
Utah State University Press, 2026
Centering Student Activism is a deep exploration of institutional responses to sexual assault. It addresses critical issues facing campuses today, examining how students navigate institutional dynamics and utilize the power of new and traditional rhetorical strategies to effect change. In doing so, it provides a profound understanding of the mechanisms by which coalitions can transform educational environments.
Centering Student Activism features a national interview-based study of contemporary student activists who deploy rhetorical strategies and tactics—old and new, embodied and digital—with agility and awareness. They aim their strategies and tactics of “intersectional rhetorical feminism” to interrupt and transform a sedimented culture. The students’ activism highlights not only the harms experienced by survivors in the aftermath of their assaults but also how their efforts to communicate those harms are often stymied or silenced by official responses and practices. These student activists pair interruption with rhetorical transformation as they seek to create a survivor-centric culture. In so doing they spotlight the systemic roots of sexual violence and respond to sexual assault through intersectional, coalition-based work.
Through detailed analysis and compelling narratives, Shari J. Stenberg underscores the importance of community care and mutual support in advocacy efforts. Centering Student Activism is an essential work for navigating institutional dynamics, providing an important resource to students, educators, and administrators who seek to understand how universities silence survivors and how students create ways to speak back and transform institutional culture.
Repurposing Composition
Feminist Interventions for a Neoliberal AgeShari J. Stenberg
Utah State University Press, 2015
In Repurposing Composition, Shari J. Stenberg responds to the increasing neoliberal discourse of academe through the feminist practice of repurposing. In doing so, she demonstrates how tactics informed by feminist praxis can repurpose current writing pedagogy, assessment, public engagement, and other dimensions of writing education.
Stenberg disrupts entrenched neoliberalism by looking to feminism’s long history of repurposing “neutral” practices and approaches to the rhetorical tradition, the composing process, and pedagogy. She illuminates practices of repurposing in classroom moments, student writing, and assessment work, and she offers examples of institutions, programs, and individuals that demonstrate a responsibility approach to teaching and learning as an alternative to top-down accountability logic.
Repurposing Composition is a call for purposes of work in composition and rhetoric that challenge neoliberal aims to emphasize instead a public-good model that values difference, inclusion, and collaboration.
Rhetorical Education in Turn-of-the-Century U.S. Women's Journalism
Grace Wetzel, with a foreword by Shari J. Stenberg
Southern Illinois University Press, 2022
At the end of the nineteenth century, newspapers powerfully shaped the U.S. reading public, fostering widespread literacy development and facilitating rhetorical education. With new opportunities to engage audiences, female journalists repurposed the masculine tradition of journalistic writing by bringing together intimate forms of rhetoric and pedagogy to create innovative new dialogues. Rhetorical Education in Turn-of-the-Century U.S. Women’s Journalism illuminates the pedagogical contributions of three newspaperwomen to show how the field became a dynamic site of public participation, relationship building, education, and activism in the 1880s and 1890s.
Grace Wetzel introduces us to the work of Omaha correspondent Susette La Flesche Tibbles (Inshta Theamba), African American newspaper columnist Gertrude Bustill Mossell, and white middle-class reporter Winifred Black (“Annie Laurie”). Journalists by trade, these three writers made the mass-circulating newspaper their site of teaching and social action, inviting their audiences and communities—especially systematically marginalized voices—to speak, write, and teach alongside them.
Situating these journalists within their own specific writing contexts and personas, Wetzel reveals how Mossell promoted literacy learning and community investment among African American women through a reader-centered pedagogy; La Flesche modeled relational news research and reporting as a survivance practice while reporting for the Omaha Morning World-Herald at the time of the Wounded Knee Massacre; and Black inspired public writing and activism among children from different socioeconomic classes through her “Little Jim” story. The teachings of these figures serve as enduring examples of how we can engage in meaningful public literacy and ethical journalism.
Silence and Listening as Rhetorical Arts
Edited by Cheryl Glenn and Krista Ratcliffe
Southern Illinois University Press, 2011
In Silence and Listening as Rhetorical Arts,editors Cheryl Glenn and Krista Ratcliffe bring together seventeen essays by new and established scholars that demonstrate the value and importance of silence and listening to the study and practice of rhetoric. Building on the editors’ groundbreaking research, which respects the power of the spoken word while challenging the marginalized status of silence and listening, this volumemakes a strong case for placing these overlooked concepts, and their intersections, at the forefront of rhetorical arts within rhetoric and composition studies.
Divided into three parts—History, Theory and Criticism, and Praxes—this book reimagines traditional histories and theories of rhetoric and incorporates contemporary interests, such as race, gender, and cross-cultural concerns, into scholarly conversations about rhetorical history, theory, criticism, and praxes. For the editors and the other contributors to this volume, silence is not simply the absence of sound and listening is not a passive act. When used strategically and with purpose—together and separately—silence and listening are powerful rhetorical devices integral to effective communication. The essays cover a wide range of subjects, including women rhetors from ancient Greece and medieval and Renaissance Europe; African philosophy and African American rhetoric; contemporary antiwar protests in the United States; activist conflict resolution in Israel and Palestine; and feminist and second-language pedagogies.
Taken together, the essays in this volume advance the argument that silence and listening are as important to rhetoric and composition studies as the more traditionally emphasized arts of reading, writing, and speaking and are particularly effective for theorizing, historicizing, analyzing, and teaching. An extremely valuable resource for instructors and students in rhetoric, composition, and communication studies, Silence and Listening as Rhetorical Arts will also have applications beyond academia, helping individuals, cultural groups, and nations more productively discern and implement appropriate actions when all parties agree to engage in rhetorical situations that include not only respectful speaking, reading, and writing but also productive silence and rhetorical listening.