Rhetorical perspectivism

Cherwitz, Richard A.; Hikins, James W.

doi:10.1080/00335638309383653

Cited by 37 publications

(9 citation statements)

References 11 publications

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“…Likewise, conceptions of human communication have been more frequently viewed as epistemic reflections of the creators of the descriptions (e.g., Scott, 1967). Moreover, a shared conception of human communication is also increasingly viewed as an intersubjective, rather than "objective," view of human communication (e.g., Scott, 1976;Cherwitz & Hikins, 1983). Finally, the finite nature of every description of human communication has at least begun to be evident in fundamental conceptions of human communication (see, e.g., Condit, 1989;Hacker & Coste, 1992).…”

Section: The Finitude Of All Critical Systemsmentioning

confidence: 97%

Communication and computability: The case of Alan Mathison Turing

Chesebro

1993

Communication Quarterly

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Section: The Finitude Of All Critical Systemsmentioning

confidence: 97%

Communication and computability: The case of Alan Mathison Turing

Chesebro

1993

Communication Quarterly

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“…Brummett (1976) takes a postmodern perspective when he argues that reality is fully socially constructed. Cherwitz and Hikins (1983), however, propose a rhetorical perspectivism in which reality is independent of lived reality. Railsback (1983) attempts to bridge the gap by arguing that socially constructed truth and objective reality are intertwined components of our reality that cannot be viewed in oppositional terms.…”

Section: Discussionmentioning

confidence: 99%

Overcoming the Dichotomy: Cultivating Standpoints in Organizations through Research

Dougherty¹,

Krone²

2000

Women's Studies in Communication

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Feminist standpoint theories are seldom used by researchers. One possible reason is the ongoing debate between postmodern theorists and feminine standpoint theorists. The debate has been constructed in bipolar terms such that the issues are perceived as mutually exclusive. However, bipolar assumptions are damaging to women, both in general and in organizations. We contend that feminist standpoint theories should theorize similarities, material reality, and communal agency while being sensitive to differences, multiple realities, and individual agency. A study of academic women is used to illustrate how standpoints can develop around similarities while respecting differences. Using a creative narrative, participants' organizational standpoints were developed around the common experiences of invisibility, overvisibility, isolation, energy dissipation, and a desire for community. Cultural differences, idiosyncratic differences, and differences in the evolution of a consciousness of oppression are discussed.Recently, several researchers in organizational communication have called for research using feminist theories in general (Fine, 1993;Marshall, 1993), and feminist standpoint theories more specifically. For example, researchers have argued that feminist standpoint theories could be used to understand and to change the nature of conflict in organizations (Putnam, 1990), to better understand the organizational experiences of women of color (Allen, 1998), to rethink organizational socialization (Bullis, 1993), to explore alternative organizational themes (Buzzanell, 1994), and to provide a better understanding of sexual harassment in organizations (Wood, 1994).With so many prominent researchers calling for the use of feminist standpoint theories to guide organizational research, it is disappointing and perplexing to find few research projects utilizing feminist standpoint theories. Allen's (1998) article analyzing her own ex-D O U G H E R T Y A N D K R O N E , W O M E N ' S S T U D I E S I N C O M M U N I C A T I O N2 3 (2 0 0 0 ) 2 perience as an African American woman in a primarily European American academic institution and Burrell, Buzzanell, and McMillan's (1992) article on feminine tensions in conflict situations provide two notable exceptions. The emerging question then is why do researchers tend to bypass feminist standpoint theories when conducting research? For some researchers it may be that feminist standpoint theories are not the best perspective to illuminate the organizational processes being examined. Other researchers, however, may forgo the use of feminist standpoint theories because of the intense debate generated around the theories and because of a lack of research to help guide in the selection of appropriate methods (Hirschmann 1997). The first author's experience with feminist standpoint theories provides an epitomizing illustration.Recently I wrote an article with feminist standpoint theories as a guiding perspective. After reading multiple articles critiquing feminist standpoint th...

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“…The notion of Perspectivism also echoed in the writings of Whitehead, Russell, Mead, Biser, and McGilvary. Cherwitz and Hikins (1983) introduce a more contemporary theory of Perspectivism, which stems from Scott's (1967) influential assertion that rhetoric is epistemic. This theory of Perspectivism illuminates an alternative epistemological perspective, which transforms the inherent need to locate oneself on the continuum axis of meaning.…”

Section: The Alternative: Perspectivismmentioning

confidence: 99%

Perspectivism: An Alternative Research Epistemology for the 21st Century Schools

Schechter

2007

Interchange

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Educational researchers have urged school practitioners to shift from isolated patterns of work to a communal negotiation of meaning in order to overcome problems in an uncertain environment. Nevertheless, researchers, in their inquiry processes, are still bounded within a net of epistemological premises (from objectivism on the one hand to skepticism on the other) that withhold a communal learning of schoolwork at this turbulent time. To overcome this impediment, perspectivism, as an alternative research epistemology, is presented. Perspectivism acknowledges that the nature of any entity is evoked from the relationship it maintains with other entities in the world. This research epistemology increases the burden and responsibility on educational researchers, requiring to negotiate meaning through continuous discursive means in the scientific community.

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Rhetorical perspectivism

Cited by 37 publications

References 11 publications

Communication and computability: The case of Alan Mathison Turing

Communication and computability: The case of Alan Mathison Turing

Overcoming the Dichotomy: Cultivating Standpoints in Organizations through Research

Perspectivism: An Alternative Research Epistemology for the 21st Century Schools

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