Rhetoric and autobiography: The case of Malcolm X

Benson, Thomas W.

doi:10.1080/00335637409383202

Cited by 50 publications

(5 citation statements)

References 9 publications

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“…Bensen (1974) noted that a meaningful rhetorical act happens when knowledge and understanding come together. Bensen located a meaningful rhetorical act in the idea of the praxis.…”

Section: Jackson (2002) Noted "[T]mentioning

confidence: 99%

“…Malcolm carefully makes use of the international and the national race relation scene to identify him and other blacks within the American racial and political struggle. By using a comparative front, Bensen (1974) Terrill (2000) noted that Malcolm encouraged the members of his audience [both white and black] to abandon their limited perspective of identity, race, and politics. Malcolm invited them to refashion their identities and thus become a people, rather than that which the dominant culture had been telling them they must be.…”

Section: Cocreated Contractmentioning

confidence: 99%

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A Rhetoric of Cultural Contract

Nguyen¹,

Powell²

2012

IJEL

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This analysis utilizes Ronald Jackson's (2002) theoretical framework, Cultural Contracts of Identity, to explore the negotiation process of black identity, via Malcolm X, the central character in Spike Lee's cinematic production of X. Jackson's theory punctuates three socio-communicative constraints, otherwise known as cultural contracts, with which one can examine black identity-ready-to-sign, quasi-completed, and cocreated. Jackson used the term cultural contracts to refer to "the end product of identity negotiation; hence every 'signed' or agreed-upon cultural contract has a direct impact on one's identity" (p. 49). As such, the study underscores the fluid dialectical tension echoing between one's contract and one's identity. The focus here, then, is on explaining how one's identity is contingent upon the present and ensuing contracts. Select passages from the film X clearly articulating a compromise in Malcolm's identity to establish a change in worldview, where possible, serve as the impetus for this analysis.

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“…Bensen (1974) noted that a meaningful rhetorical act happens when knowledge and understanding come together. Bensen located a meaningful rhetorical act in the idea of the praxis.…”

Section: Jackson (2002) Noted "[T]mentioning

confidence: 99%

Section: Cocreated Contractmentioning

confidence: 99%

A Rhetoric of Cultural Contract

Nguyen¹,

Powell²

2012

IJEL

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“…Scholars have identified rhetorical styles that range across private, public, and professional spheres: feminine, realist, courtly, bureaucratic, republican, and radical, for examples (Campbell, 1989;Darsey, 1999;Hariman, 1995). Each theorist makes visible terministic screens (Burke, 1969), or webs of concepts and attitudes-ways of knowing, doing, and being (Benson, 1974(Benson, , 1989) that construct knowledge and arrange power relationships. The project of CID is to identify disciplinary styles (or, in CID language, genres) of communication, coherent repertoires of symbolic practices that are constitutive of academic disciplines-an art history style, for example, or an engineering style.…”

Section: Core Styles: Expression Exposition and Persuasionmentioning

confidence: 99%

Liberal Education and Communication Against the Disciplines

Fleury

2005

Communication Education

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Communication Across the Curriculum (CXC) has been gaining theoretical sophistication in recent years, slowly moving beyond an exclusively skills orientation. Proponents of Communication In the Disciplines (CID) focus on teaching students specific disciplinary communication conventions as productive of knowledge and identity. I claim in this essay that the focus of CID on specialized competencies is too narrow. The CXC project should instead emphasize liberal education, which is productive of a multifaceted citizenship. Liberal education can be advanced through strategic use of core styles throughout the curriculum. Core styles of expression, exposition, and persuasion-which are foundational to but transcend disciplinary styles-provide tools for understanding, performing, critiquing, and resisting knowledge and identity production. A dialectic of Communication Against the Disciplines and CID would encourage in students multiple and diverse ways of thinking and doing. Approached this way, CXC can help the student become a model citizen, able to not only argue well for a position but embody a democratic mix of multiple voices, to articulate the world from many positions.Communication In the Disciplines (CID) maps the academy as a collection of discrete discourse fields or interpretive communities, each with unique specialized rhetorical conventions. Dannels (2001) explains, "Grounded in principles of situated learning, disciplinary knowledge construction, and the social construction of speaking, a situated communication pedagogy is committed to context driven, disciplinary instruction-to communication in the disciplines" (p. 146). Proponents of CID

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“…This method was applied to a variety of forms, such as autobiography (Benson, 1974), fictional prose (Downey and Kalian, 1982), and drama (Macksoud and Altman, 1971). In the case of drama, critics sometimes went beyond consideration of an individual play to groups of plays that expressed the socio-political aspirations of a group, such as Black Theatre (Riach, 1970) and Feminist Theatre (Gillespie, 1978).…”

Section: Researchmentioning

confidence: 99%

A selected review of speech communication studies in the arts: A retrospective and prospective look

Kougl

1984

Communication Quarterly

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Rhetoric and autobiography: The case of Malcolm X

Cited by 50 publications

References 9 publications

A Rhetoric of Cultural Contract

A Rhetoric of Cultural Contract

Liberal Education and Communication Against the Disciplines

A selected review of speech communication studies in the arts: A retrospective and prospective look

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