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Institutional Critique: A Rhetorical Methodology for Change
Abstract
We offer institutional critique as an activist methodology for changing institutions. Since institutions are rhetorical entities, rhetoric can be deployed to change them. In its effort to counter oppressive institutional structures, the field of rhetoric and com-position has focused its attention chiefly on the composition classroom, on the de-partment of English, and on disciplinary forms of critique. Our focus shifts the scene of action and argument to professional writing and to public discourse, using spatial methods adapted from postmodern geography and critical theory.
... Sobre o âmbito psicossocial, este se trata do que se falou até aqui em relação aos processos de aproximação e diferenciação com o outro. Já sobre a identidade discursiva, assume-se a premissa de que toda instituição é antes de tudo uma entidade retórica (PORTER, 2000). Portanto, necessariamente, a formação de sua identidade, assim como a comunicação com seu público passa pelo discurso. ...
... No desenvolvimento do trabalho, a fenomenologia foi aplicada em diversas etapas, como na descrição do problema (princípio de intencionalidade), suspensão de juízo (epoché ou redução fenomenológica) e identificação da essência do fenômeno (redução eidética) (ABBAGNANO, 2000;HUSSERL, 2015;BICUDO, 2014;GIL, 2017;GIORGI, 1985). A autora também se apoiou em teorias de Jung (1964;2000;2009) e Mead (1863-1931, bem como na análise do discurso de Charaudeau (2009) para investigar a construção do self e suas relações com identidade e discurso. ...
O estudo apresentado neste artigo é resultado de uma dissertação de mestrado que se propôs a investigar a construção da identidade de marca em startups, destacando a importância do processo de construção do self organizacional. Utilizando uma abordagem fenomenológica, a pesquisa se desenvolveu em três etapas: a intencionalidade na exposição da justificativa e problemática, a análise da percepção de diversos autores sobre o fenômeno, e a redução eidética que resultou em um quadro referencial para a construção do self em startups. Este quadro oferece uma trilha orientativa com ações identitárias e questões para discussão e revisão contínua a fim de melhor posicionar a empresa em relação a seu público e ecossistema
... Many other programs require doctoral students complete their exams in 24 hours or less, and some do not allow students to take their exams home-instead requiring them to complete their writing on site. My intention here is not to criticize my specific graduate program, but instead to use my individual experience (as well as the experiences of others in my cohort) as a launching pad to interrogate the "zone of ambiguity" surrounding doctoral examinations in order to engage in disciplinary and institutional critique (Porter et al., 2000). ...
This article places two pedagogical frameworks into conversation: World Englishes (WE) and Universal Design for Learning (UDL). World Englishes examines the use of different varieties of English in their socio-cultural contexts, advocating for understanding varieties based on their own local standards, rather than a constructed hegemonic norm. Universal Design for Learning aims to provide flexible learning environments to enable all students to demonstrate competency in different ways, creating accessible classrooms through multiple modes of representation and means of engagement. In the composition classroom, these two frameworks can be combined to foreground aspects of student identity (language and ability, respectively) and increase pedagogical inclusivity The author illustrates the power of a combined UDL/WE framework through applications across writing pedagogy, including first-year composition and doctoral comprehensive exams.
A Doctor of Philosophy (PhD) is defined as the highest achievable degree and represents the completion of a specialized mentored project. Concerningly, graduate programs are structured in ways that can lead to inequities that exclude graduate students based on race, class, gender, ability, and additional intersecting social locations. Drawing from Yuval-Davis' framework on the politics of belonging and Porter et al. 's institutional critique methodology, the goal of the qualitative study was to examine how a chemistry graduate program fosters the professional development of its students through the graduate student milestones (admissions, preliminary exams, coursework, candidacy exam, seminar, and dissertation defense). The data comprised of documents such as the 2019 graduate student handbook and information from the departmental website, along with interviews involving faculty ( N = 5), staff ( N = 3), and administrators ( N = 2) who served as policy agents. Findings highlight how misalignment within the admissions, preliminary exam, and candidacy milestones can create boundaries for belonging. In contrast, the seminar milestone had alignment that contributed to belonging while the coursework and dissertation defense milestones had ambiguous alignment that contributed to belonging. After gathering and analyzing the data, I collaborated with a team at the university's Department of Chemistry to revise the preliminary exam and candidacy exam milestones, aiming to enhance their inclusivity. Overall, this study offers implications for structuring chemistry graduate programs and STEM programs broadly.
What happens to writing instructors’ feedback when they use a common rubric and an online tool to respond to student papers in a first-year composition course at a large state university in the United States? To investigate this question, we analyze the 118,611 comments instructors made when responding to 17,433 student essays. Using concordance software to quantify teachers’ use of rubric terms, we found instructors were primarily concerned with global, substantive, higher-order concerns—such as responding to students’ rhetorical situations, use of reason, and organization—rather than lower-order concerns about grammar or formatting. Given past research has determined teachers overemphasize lower-order concerns such as grammar, mechanics, and punctuation (0060, 0115, 0170, 0175, 0125, 0145 and 0140), these results may suggest the possibility of a generational shift when it comes to response to student writing. Aggregating teacher commentary, student work, and peer review responses via digital tools and employing concordance software to identify big-data patterns illuminates a new assessment practice for Writing Program Administrators—the practice of Deep Assessment.
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