Beruflich Dokumente
Kultur Dokumente
9 when discussing Shaviro, Edbauer quotes him, “Rather, the force of all
messages, as they accrete over time, determines the very shape of the
network. The meaning of a message cannot be isolated from its mode of
propagation, from the way it harasses me, attacks me, or parasitically
invades me. (24—Edbauer’s emphasis). (Edbauer 9)
10 the social field is not a series of fixed or set sites which are limited situations; the
social field is events that are shifting and moving and connected with other events
(revisit article—nearly a quote)
19 “Not only do these counter-rhetorics directly respond to and resist the original
exigence, they also expand the lived experience of the original rhetorics by adding
to them—even while changing and expanding their shape.”
The very nature of the rhetoric is to flux, flow, impact, and engage and alter
one another.
22-23 “Bringing this logic into the realm of our own rhetorical pedagogy, we are
reminded that rhetorically-grounded education can mean something more than
learning how to decode elements, analyze texts, and thinking about public
circulations of rhetoric. It can also engage process and encounters. Not “learning
by doing,” but “thinking by doing.” Or, better yet, thinking/doing—with a razor think
slash mark barely keeping the two terms from bleeding into each other” (italics are
Edbauer’s; Edabauer 22-23).
Edbauer Rhetorical Ecologies notes
Edbauer Rhetorical Ecologies notes
Can this riff with the Lanham in terms of moving back and forth through the
networks intentionally? Recognizing that the oscillation is the very nature of the
networks, and that by choosing to oscillate with specifics or intention, then they are
refinforcing and reshaping the very nature of the network as quote chunked from
pg. 9 of Shapiro.
An additional expression of this tension, of the fixed nature is the very nature
of the word and the application of the tools methodologies. Kumaravadeivelu
provides his own, as well as cites others, dismissal of how accurate or true to
methodologies teachers are. This is important because teachers and programs
operate as if these tools, these boxes, are effective tools for managing the situation.
Instead they are working at odds with the nature of the rhetorical situation.