Posthmanism as Research Methodology

Ulmer, Jasmine B. “Posthumanism as research methodology: inquiry in the Anthropocene,” International Journal of Qualitative Studies in Education, 2017, vol. 30, is. 9, pp. 832-848, DOI: 10.1080/09518398.2017.1336806               While this article does address education more broadly than rhetoric and composition, the principles of posthuman inquiry in education that Ulmer outlines here are instructive for theContinue reading “Posthmanism as Research Methodology”

Concept #1: Writing is a Social and Rhetorical Activity

The framing of this concept is typically human oriented, as the connotations of “social” and “rhetorical” remain human centered. In Naming What We Know, (see this post for an introduction to the book) the contributors tackle this first principle by including several subconcepts. These subconcepts can be viewed through a limited humanist lens, however, IContinue reading “Concept #1: Writing is a Social and Rhetorical Activity”

Threshold Concepts and Naming What we Know

This book came to me through a bit of serendipity. In my 1302 classes for Spring 2020, I assigned an article called “The Threshold Concepts of Writing Studies in the Writing Methods Course” by Kristine Johnson (see Bibliography). My students and I studied the five threshold concepts that Johnson describes as useful for her practiceContinue reading “Threshold Concepts and Naming What we Know”

Casey Boyle’s Posthuman Practice

Boyle, Casey. “Writing and Rhetoric and/as Posthuman Practice.” College English, vol. 78, is, 6, July 2016. This article offers a connected definition of posthumanism and writing as practice in an earlier condensed version of his recently published book Rhetoric as Posthuman Practice. Boyle’s extended critique of reflection as a counterpoint to what he calls posthumanContinue reading “Casey Boyle’s Posthuman Practice”