Thursday, October 29, 2020
11:45 a.m. – 12:45p.m.
Professor Roberta D’Alois
“The Me and the Not-Me – How My Solo Performance Persona Impacts My Teaching”
I am a playwright and performer whose “other” career is as a storyteller and performer. In this colloquium, I’ll talk a bit about how my experiences on stage impact my teaching, and will offer a taste of what I do when I perform.
Professor Mark Meritt
“Different Stages: Balancing and Blending My Lives as Teacher and Wannabe Rock Star”
When not standing in front of my writing classes, I often stand onstage in out of the way watering holes and nightclubs singing my favorite hard rock and metal songs from my youth. For this talk, I will reflect on connections and contrasts between these two kinds of performance.
November 4, 2014 – Recording
Jonathan Hunt, Assistant Professor Department of Rhetoric and Language, “The Transnational Rhetorical Career of Karl Yoneda Bay Area Activist”
Bay Area activist Karl Yoneda (1906-1999) described himself as “an ordinary working stiff,” but was also an orator, translator, organizer, newspaper editor, poet, broadcaster, propagandist, memoirist, and historian—in short, a rhetor. Yoneda’s varied, fascinating, and complexly global rhetorical career challenges the ways in which we traditionally organize knowledge: neither the traditional disciplines (e.g. Literature, History), nor Area Studies (e.g. American Studies, East Asian Studies), nor even “anti-disciplinary disciplines” such as Cultural Studies can fully account for his heteroglot, heterodox activities. Yoneda’s transnational rhetorical career helps us think about what the “interdiscipline” of rhetoric (as Steven Mailloux calls it) can and can’t do in the study of culture. Yoneda’s peregrinations in the Pacific Rim and his solidarity with a global rhetorical movement, that of the mid-20th-century Communist Party bring to the fore both the power and the shortcomings of rhetoric as a field of study
Tika Lamsal, Assistant Professor Department of Rhetoric and Language, “Multilingual Literacies, Multimodal Repertoires: Literacy Practices of the Bhutanese Refugees in the U.S.”
This presentation critiques autonomous concepts of literacy, technology and second language acquisition by specifically exploring the following questions: What are the forces that mediate linguistic and cross-cultural resources of the Bhutanese refugees in the U.S.? How do multilingual and multimodal practices shape their learning experiences to help them succeed economically, academically, and culturally in the new homeland? In my discussion, I focus on two main findings: First, as they communicate in English mostly informed by rhetorical structures from their first languages, the Bhutanese refugees shuttle between their home cultural practices and dominant “schooled” literate practices in order to negotiate the ways to success in the new context; and second, most of the refugee students take recourse to the use of multimodal forms of composing because such forms have helped them negotiate multilingual and multimodal repertoires in order to develop 21st-century skills as well as academic identity.