As part of our ongoing mission to extend and expand the study and teaching of the history of rhetoric across all time periods, places, and cultures, ASHR invites proposals for its Expanding the History of Rhetoric Pedagogy Initiative.
The purpose of this initiative is to support instructors in expanding their educational focus beyond the times, geographies, and vocabularies that most often receive scholarly attention in the teaching of the history of rhetoric. We welcome submissions drawn from the various histories of rhetoric across all periods, languages, cultures, and modes of performance. Each submission should provide an entry point for scholars looking to expand their rhetorical histories beyond the Greco-Roman canon. We encourage proposals from graduate students, non-tenure track faculty, and early career scholars.
Submit proposals as a PDF to Jamie Downing (Jamie.downing@gcsu.edu) with the email subject line “ASHR pedagogy proposal” by March 15th. Proposals should include:
- An overview of the entry’s topic and scope (300 – 500 words)
- A list of the types of courses (graduate and undergraduate) that may find the resource useful
- A statement of the author’s interest and expertise (200 words maximum)
Selected authors will be notified of acceptance in early April with initial drafts of completed resources due by July 1st. We anticipate publishing the completed resources on ASHR’s website (www.ASHR.org) in early August. Upon successful completion of their materials and publication on ASHR’s website, authors will receive an honorarium of $200.
Completed resources should include:
- A brief introduction to the topic
- A list of courses (graduate and undergraduate) that may find the resource useful
- 4-5 main ideas or core premises a unit could be based around
- Key terms and definitions
- 3-7 primary sources with 2-3 sentence annotations. These might include treatises, speeches, letters, archival documents, videos, podcasts, or digital rhetoric that reflect the principles of the rhetorical tradition under study.
- 5-10 academic secondary sources with 2-3 sentence annotations. These provide analyses to some of the primary texts, develop rhetorical theory, and/or contextualize against other rhetorical traditions or concepts.
- 5-10 potential discussion questions.
The editors Jamie Downing (Jamie.downing@gcsu.edu), Caroline Koons (koonsc@erau.edu), and Curry Kennedy (currykennedy@tamu.edu) welcome questions and inquiries.