This dissertation privileges Chican@ rhetorics in order to challenge a single History of Rhetoric, as well as to challenge Chican@s to formulate our rhetorical practices through our own epistemologies. Chapter One works in three ways: (1) it points to how a single History of Rhetoric is implemented, (2) it begins to answer Victor Villanueva's call to "Break precedent!" from a singly History, and (3) it lays groundwork for the three-prong heuristic of "embodied storying," which acts as a lens for Chican@ rhetorics.
Chapter Two uses embodied storying to look at how Chican@s are produced through History and how Chican@s produce histories. By analyzing how Spanish colonizers, contemporary scholars/publishers, and Chican@s often disembody indigenous codices, this chapter calls for rethinking how we practice codices. In order to do so, this chapter retells various stories about Malinche to show how Chican@s already privilege bodies in Chican@ stories in and beyond codices.
Chapter Three looks at cartographic practices in the construction, un-construction, and deconstruction of bodies, places, and spaces in the Americas. Because indigenous peoples practice mapping by privileging bodies who inhabit/practice spaces, this chapter shows how colonial maps rely on place-based conceptions of land in order to create imperial borders and rely on space-based conceptions in order to ignore and remove indigenous peoples from their lands.
Chapter Four looks at foodways as a practice of rhetoric, identity, community, and space. Using personal, familial, and community knowledge to discuss Mexican American food practices, this chapter argues that foodways are rhetorical in that they affect and are affected by Chican@ identities. In this way, food practices can challenge the conception of rhetoric as being solely attached to text and privilege the body.
Finally, Chapter Five looks at how Chican@ rhetorics and embodied storying can affect the field(s) of rhetoric and writing. I ask three specific questions: (1) How can we use embodied storying in histories of rhetoric? (2) How can we use embodied storying in Chican@ rhetorics? (3) How can we use embodied storying in our pedagogy?
| Identifer | oai:union.ndltd.org:tamu.edu/oai:repository.tamu.edu:1969.1/ETD-TAMU-2012-08-11879 |
| Date | 2012 August 1900 |
| Creators | Cobos, Casie |
| Contributors | Driskill, Qwo-Li |
| Source Sets | Texas A and M University |
| Language | en_US |
| Detected Language | English |
| Type | thesis, text |
| Format | application/pdf |
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