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Queering Writing Pedagogy: A Multimodal Archive of Composing Queer(ly) in the Writing Classroom

Ryerson, Rachael
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1501671833271702

Abstract Details

2017, Doctor of Philosophy (PhD), Ohio University, English (Arts and Sciences).
Queer composition scholars have investigated what happens when we bring queer literature and lives into the writing classroom, what it means to come out in the writing classroom (as a teacher or a student), what it looks like to incorporate queer classroom activities and assignments into a writing classroom, how queer theory can inform and shape our pedagogy in the writing classroom, and the exigencies for queer/ing writing. However, more can be said about the composing students do in queercentric writing environments. This dissertation adds to the conversation by curating three different sets of multimodal projects students created in a Queer Rhetorics and Writing undergraduate course informed and guided by queer theory and queer rhetorical and writing practices. In analyzing how students take up, conceptualize, and enact queer in their multimodal compositions, I desire to learn more about what it might mean to compose queer(ly) and to queer our writing pedagogies. This dissertation shows that students’ three projects—a digital essay applying queer theory to a popular culture text, a multimodal archive of queer rhetorical practice, and a queer comic or zine—have much to teach us about how students can(not) think, write, and be queer in/through the composing and meaning making dis/allowed in our writing classrooms. Students’ ability to use their writing projects to challenge and resist discursive norms, in the texts they encounter and in the texts they create, reveal that the desires and efforts of queer/ed pedagogies—“decentering dominant cultural assumptions, exploring the facets of the geography of normalization, and interrogating the self and the implications of affiliation” (Winans 107)—can extend to the composing students do in our classrooms. Furthermore, the queer, sexual, personal, disruptive, excessive composing students do in these projects calls us to consider how we might expand writing, composing, and thinking to include and cultivate queer/ed ways of knowing, being, and doing. This dissertation also composes queer(ly) in including comic-style student avatars that continually disrupt readers by speaking to/against/with/in my text, and in including discussion and multimodal representation of (my) queer sex/ulaities, lives, and desires.
Sherrie Gradin (Committee Chair)
372 p.
Composition; Gender Studies; Glbt Studies; Pedagogy; Rhetoric; Teaching
queer; writing; pedagogy; multimodal composing; popular culture; archives; comics; zines

Recommended Citations

Citations

  • Ryerson, R. (2017). Queering Writing Pedagogy: A Multimodal Archive of Composing Queer(ly) in the Writing Classroom [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1501671833271702

    APA Style (7th edition)

  • Ryerson, Rachael. Queering Writing Pedagogy: A Multimodal Archive of Composing Queer(ly) in the Writing Classroom. 2017. Ohio University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1501671833271702.

    MLA Style (8th edition)

  • Ryerson, Rachael. "Queering Writing Pedagogy: A Multimodal Archive of Composing Queer(ly) in the Writing Classroom." Doctoral dissertation, Ohio University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1501671833271702

    Chicago Manual of Style (17th edition)

ohiou1501671833271702
177
© 2017, all rights reserved.
This open access ETD is published by Ohio University and OhioLINK.