Dissertations / Theses: 'Education Rhetoric'

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Stock, David M. "Educating for Democracy: Reviving Rhetoric in the General Education Curriculum." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd985.pdf.

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JUNIOR, CARLOS MONTEIRO. "PHILOSOPHY, RHETORIC AND EDUCATION IN ISOCRATES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=27940@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
A presente tese pretende analisar o modo como a educação filosófica era identificada, pensada e discutida na Atenas do século IV a.C., especificamente em sua interseção com a retórica. Para isso, optamos por utilizar os textos e o pensamento de Isócrates como principal referência, destacando neles os movimentos existentes de identificação da filosofia e de sua educação. Um dos objetivos centrais desta tese é destacar a importância de Isócrates nesse processo de formação da filosofia grega, ressaltando o grande valor dos textos desse autor na análise arqueológica da educação filosófica. A partir desse tema, chegaremos a uma discussão sobre o papel do filósofo na formação dos cidadãos, tema que se tornou bastante frequente nas universidades brasileiras nas últimas décadas após a obrigação legal que inseriu a disciplina filosofia na Educação Básica em todo o país. Acreditamos que analisar esse período embrionário da filosofia, no qual ela foi pensada como um instrumento imprescindível para a formação cívica dos cidadãos, pode estimular reflexões e inquietações acerca do papel dado ao pensamento filosófico na formação dos jovens atualmente, mesmo que sejam outros os valores propostos e o contexto cultural em questão.
This thesis aims to analyze how the philosophical education was identified, considered and discussed in IV century BC Athens, specifically at its intersection with the rhetoric. For this, we chose to use the texts and the thought of Isocrates as the main reference, highlighting the flows identification of philosophy and their education. A central objective of this thesis is to underline the importance of Isocrates in this formation process of Greek philosophy, emphasizing the great value of the texts of this author in the archaeological analysis of philosophical education. From this issue, we will come to a discussion of the philosopher s role in the education of citizens, an issue that has become quite common in Brazilian universities in recent decades after the legal obligation that entered the philosophy discipline in basic education throughout the country. We believe that analyzing this embryonic period of philosophy, in which it was conceived as an essential tool for civic education of citizens, can stimulate reflections and concerns about the role given to philosophical thought in the formation of young people today, even if the values and cultural context in question are others.

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Rallin, Aneil. "Rhetoric(s) of rupture /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488192119262334.

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Obermark, Lauren E. "Revising Rhetorical Education: Museums and Pedagogy." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1372085392.

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West, Yvonne. "Antiracist education and teachers rhetoric or transformative possibilities? /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ27388.pdf.

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Strandjord, Erika Claire. "Lived Ethos in Norwegian America: Rhetorical Education and Practice." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374050044.

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Olmos, Liliana Esther. "The rhetoric of policy formation in Córdoba education reform." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1892050161&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Hedges, Michael N. "Standardized power a rhetoric of performance evaluation in education /." Connect to this title online, 2007. http://etd.lib.clemson.edu/documents/1193079520/.

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9

Hadley, Karen. "The right to education : conflicts in rhetoric and reality." Thesis, University of Newcastle Upon Tyne, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435553.

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Morrison, Shannon M. "The Rhetoric of Educational Reform in American Public Education: A criticism of corporate reform attitudes." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1448353920.

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Gould, Sandra Marie. "Gendered rhetoric: Women's voices in academic discourse." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/708.

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McKoski, Nancy Lacy. "Preconditions for the politics of rhetoric in composition." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1287412498.

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Brooks, Katie Beth. "Reading, Writing, Rhetoric: A Rhetorically Emplaced Study of Writing Education in an Appalachian Region." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/103962.

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This dissertation, Reading, Writing, Rhetoric: A Rhetorically Emplaced Study of an Appalachian Region, explores the themes of ideology, stereotypes, and rhetorical emplacement through a study of education in Southwest Virginia. In this project, I used two methods of data collection: historical research and interviewing. These two methodologies employed together construct a sweeping scope of Appalachian Virginia's experiences with rhetorical emplacement in relation to educational practices and ideologies by encountering some of the earliest stories told about the region and contemporary accounts of teachers who currently work in Appalachian Virginia. My main research questions ask how stories told about Appalachia have affected educational practices within the region, and to answer that question I sought out the history of the stories told about Appalachia through historical research, then, in order to attend to the present realities of the region, I interviewed high school English teachers who identify as Appalachian and work in Appalachian Virginia high schools. The historical and ethnographic methods I employed in this dissertation study allowed me to understand the circulation and variances of particular stories placed onto and developed within (Hsiung) the Appalachian region by first examining the historical interaction of the region with the stories about the region and then understanding how those narratives exist in the world today. By using grounded qualitative coding, I created codes from the historical data set—the codes were: isolation, language, education, expectations, culture, and literacy—and compared them to the interview transcripts, I conclude that while illiteracy has long been a stereotype of the region and one that Appalachians will likely combat for the foreseeable future, the teachers in my study build their pedagogies to support rhetorical thinking and rhetorical situation.
Doctor of Philosophy
This dissertation, Reading, Writing, Rhetoric: A Rhetorically Emplaced Study of an Appalachian Region, explores themes of ideology, stereotypes, and place through a study of writing education in Southwest Virginia. In this project, I used two methods of data collection: historical research and interviewing. These two methods construct a sweeping scope of Appalachian Virginian's experiences with stereotypes that are tied to place by encountering some of the earliest stories told about the region and contemporary accounts of teachers who currently work in Appalachian Virginia. My main research questions ask how stories told about Appalachia have affected educational practices within the region, and to answer that question I sought out the history of the stories told about Appalachia through historical research, then, in order to attend to the present realities of the region, I interviewed high school English teachers who identify as Appalachian and work in Appalachian Virginia high schools. The historical and ethnographic methods I employed in this dissertation study allowed me to understand the circulation and variances of particular stories placed onto and developed within the Appalachian region by first examining the historical interaction of the region with the stories about the region and then understanding how those narratives exist in the world today. I conclude that while illiteracy has long been a stereotype of the region and one that Appalachians will likely combat for the foreseeable future, the teachers in my study shape their classrooms to support students in combatting stereotypes of Appalachia by employing critical thinking activities in their classrooms.

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Stewart, Malcolm. "New Labour and education : the rhetoric and reality of the modernisation of secondary education." Thesis, Goldsmiths College (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419970.

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Crew, John. "Stimulating innovation in small education action zones : reality or rhetoric?" Thesis, University College London (University of London), 2003. http://discovery.ucl.ac.uk/10020791/.

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The promotion of innovation is a theme that is commonly found in many Labour Government policies and publications since 1997, especially in education. However, in practice, innovation is often difficult to define and can be challenging to implement. Since April 2000, small (Excellence in Cities) Education Action Zones have been developed as one strand of the Government's 'Excellence in Cities' (EiC) programme to raise standards of education in deprived urban areas of England. The whole Education Action Zone initiative (both large and small) has been promoted by the Government as a test-bed for innovation in order to improve educational standards. This study reviews the development of the Education Action Zone initiative and through an empirical study, investigates the impact that the introduction of small (EiC) Education Action Zones has had on stimulating educational innovation in zone schools in the inner city areas of England. The study considers how the directors of the small zones have interpreted the meaning of innovation, the types of innovation that have been implemented in the zones and the impact that these innovations have had on improving education provision in the zone schools, as well as the barriers and constraints that the directors have experienced when introducing innovations. The key findings from this study indicate that there is uncertainty about the meaning of innovation amongst zone directors, especially whether innovations have to be original ideas or just new within the context of their zone. The impact of the innovations that have been implemented so far is difficult to assess, due to the short timescales involved and the wide variety of innovations introduced. The innovations that have been introduced into the zones, mainly in the areas of pupil support, partnerships, curriculum, ICT and involving the wider community, have been new to the individual zones rather than 'new' per se. The zone directors do appear to have overcome many of the barriers and constraints that they have encountered when implementing innovations in the zones, resulting in thriving active partnerships developing between zone schools which should have positive outcomes for raising achievement in the future.

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Stone, Brian James. "Ars rhetorica et sacrae litterae: St. Patrick and the Art of Rhetoric in Early Medieval Briton and Ireland." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/852.

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This dissertation is the first intensive rhetorical analysis of the writings of St. Patrick. This analysis, informed by interdisciplinary perspectives and methodologies, contributes to our understanding of the rhetorical nature of St. Patrick's writings, as well as the nature of rhetorical education in early medieval Britain and Ireland The literary significance of Patrick's extant writings, Epistola ad milites Corotici and Confessio, beyond their apparent historical value, has regularly been disputed by prominent scholars. Questions of the level of education Patrick received before being assigned to the bishopric in Ireland have informed debates over the quality and importance of his contribution to Hiberno-Latin literature. This study demonstrates the significance of Patrick's texts through discussion of Patrick's rhetorical astuteness and application of classical rhetorical techniques to a new and challenging context: that of a disseminating Christian world. The rhetorical strategies witnessed in Patrick's writings are decidedly Christian and therefore demonstrate the changing rhetorical culture of the early medieval period. The first chapters focus on ars dictaminis and Patrick's employment of the art of letter writing in Ireland in the 5th century CE. The rhetorical strategies detected in Patrick's Epistola ad milites Corotici are discussed relative to the socio-political and cultural context of early medieval Ireland. The later chapters study the Confessio in relationship to the Confession genre in the Late Roman and Early Medieval periods. Of particular significance here is the rhetorical practice of imitatio, which has deep reaching theological and ideological implications.

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McGlaun, Sandee Kay. "Re-staging persuasion : feminist theatrical performance and/as rhetoric." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1287407418.

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White, Kristin Kate. "Training a Nation: The General Federation of Women’s Clubs’ Rhetorical Education and American Citizenship, 1890-1930." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1279827080.

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Robertson, R. D. "Middle managers in secondary schools : rhetoric and reality." Thesis, University of Huddersfield, 2002. http://eprints.hud.ac.uk/id/eprint/22327/.

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This thesis is concerned with contrasting the rhetoric and the reality experienced by teacher middle managers. A significant number of teachers interviewed in the study see this rhetoric as being generated at and promulgated from the 'centre. The thesis considers how this centrally devised rhetoric influences teacher middle managers in secondary schools. The thesis utilized a 'grounded theoryapproach. Class teachers, teacher middle managers and senior managers in two secondary schools were interviewed using semi-structured interviews. These teachers were also observed as they interacted with colleagues in both formal and informal situations. Those teacher middle managers interviewed and observed were concerned about the need to give considerable amounts of time in order to carry out the many tasks they were expected to undertake. The findings suggest that teacher middle managers perceive the public nature of teaching and consequently value the cknowledgement and approval of colleagues and pupils. The findings also suggest that teacher middle managers were keen to develop a balance between the demands made of them at home and school. Interview responses also suggest that class teachers and teacher middle managers seek certainty and control in their working lives but understand the need to compromise and develop coping strategies. Most significantly the findings suggest that teachers were seeking to hide (by using 'camouflage') from their senior managers and class teacher colleagues, the reality of their day-to-day teaching experiences. There is also some evidence that teacher middle managers are engaging in 'collusion' with class teacher colleagues and senior managers to expedite the meeting of bureaucratic 'targets' and rhetorical 'standards'.

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Colavito, Joseph James. "Sounds of fury: The rhetoric of Doomspeak." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185940.

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Doomspeak is loosely defined as any type of censorious discourse whose purpose is based upon the acquisition and maintenance of a semblance of credibility through rhetorical strategies that attempt to stonewall fruitful dialogue on issues. The focus of these discussions is the contemporary critique being directed at education, teachers, and institutions of higher learning. This text examines the "Doomspeak Matrix"--the rhetorical, historical, and socio-political dimensions of the phenomena--in an attempt to establish the parameters that help to create a tradition of educational critique. To help illuminate how the tradition manifests itself today in the virulent discussions that characterize much of the criticism brought to bear on academia, the dissertation analyzes the rhetorical techniques of Doomspeak that emanates from popular forums, and the response promulgated through more academic or professional founts. In these discussions, the emphasis is on illustrating how the discussions doom any attempts at reform because of the characteristic back-biting and in-fighting that they manifest. The discussions conclude with some considerations of how teachers might turn some of these discussions into positive classroom forces.

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Sarff, Krystina. "Cultivating Strong Citizens Through Public Education: Greek and Roman Methodology as a Pedagogical Approach in Public Education." Master's thesis, Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002675.

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Jensen, Steven Morten. "Contextualizing American literature : narrative progression and the rhetoric of reference /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487780393265541.

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QUINTAS, JORGE. "ON THE QUESTION OF THE RELATIONSHIP BETWEEN ARISTOTELIAN RHETORIC TO EDUCATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2015. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=26060@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
O presente trabalho analisa o nascimento da arte retórica entre os gregos, com particular atenção à Retórica de Aristóteles. Tal análise tem um duplo objetivo: examinar os conceitos, reformulando os ensinamentos que o filósofo grego apresenta nessa obra e, em segundo lugar, demonstrar a importância dessas reflexões aristotélicas para a Educação. Embora o filósofo não esteja comprometido com uma finalidade didática, suas contribuições na Retórica podem ter considerável importância para esse campo. O trabalho está estruturado em quatro partes principais. O primeiro capítulo contém uma introdução geral ao problema; o segundo recupera a história da retórica na Grécia Antiga, com o objetivo de mostrar convergências e divergências entre Aristóteles os outros filósofos e sofistas; o terceiro inclui um exame seletivo da Retórica de Aristóteles; por fim, o quarto capítulo se lança em um esforço de aproximação dos conceitos aristotélicos a temas centrais do campo da educação.
The present paper analyses the birth of the rhetorical art among the Greeks, with special attention to the Rhetoric of Aristotle. Its aims are twofold: to examine concepts, thereby reformulating the teachings that the Greek philosopher presents in his work, and to demonstrate the importance of Aristotelian reflections to education. Although the philosopher is not committed to a didactic purpose, the contributions present in the Rhetoric may have considerable importance to the field of teaching. This work is divided into four main parts. The first chapter contains a general introduction to the problem; the second retrieves the history of rhetoric in ancient Greece focusing on the similarities and differences between Aristotle and other philosophers and sophists; the third includes a selective examination of Aristotle s Rhetoric.; finally, the fourth chapter is an effort to associate Aristotelian concepts with central themes on the field of education.

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Neal, True. "The Talk: Christian Right and Liberal Left Rhetoric about Sex Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3381.

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This thesis examines the rhetoric surrounding sex education crafted by two major types of advocacy groups: the Christian Right and the Liberal Left. I conducted a qualitative analysis of content on sex education produced by six high-profile organizations: The Heritage Foundation, Family Research Council, Focus on the Family, American Civil Liberties Union, the Guttmacher Institute, and Planned Parenthood. I found that these polarized organizations do not debate each other; instead, they focus on parents whose political leanings match their own. Sex education is at the center of other issues that also divide the Christian Right and the Liberal Left: healthcare, morality, marriage, education, and STIs. I analyze the arguments advocacy organizations make, the liabilities of their appeals, and their strategies to mobilize parents emotionally. Both conservative and liberal organizations aim to secure the beliefs of the next generation through their parents, not to find common ground.

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Leahy, Elizabeth, and Elizabeth Leahy. "Writing from the Border: Frontier Rhetoric and Rhetorical Education at University of Arizona and University of New Mexico, 1885-1910." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625453.

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This dissertation examines the histories of the University of Arizona (UA) and the University of New Mexico (UNM) before 1910. This project brings a trans-hemispheric approach to composition history by developing a theory of "frontier rhetoric" as a lens for analysis. Used to describe the rhetorical strategies that emphasize narratives of progress to disenfranchise others, frontier rhetoric allows us to examine the ways in which colonialism is embedded within institutions and reproduced by curriculum and policies. In the case of UA, institutional stakeholders envisioned their university as an Americanization project that both opened up Arizona’s natural resources to profit, while creating a citizenry devoted to defending their country. In the case of UNM, we see a subtler manifestation of frontier rhetorics, such as in the way Spanish was emphasized for the purposes of sending multilingual teachers out into the primarily Spanish speaking regions of the territory. An analysis of the students' curricular and extra-curricular writing from this time shows that students had the opportunity to challenge and resist frontier rhetorics through newspaper writing. The curricular and extra-curricular use of public genres such as newspapers allows students to take a more active role in negotiating their own understandings of citizenship and community engagement. Finally, this dissertation connects these histories to the present by discussing the ways in which writing program administrators can use frontier rhetoric to assess the inclusivity of their programs and adopt a translingual orientation in an effort to combat monolingual mentalities. This history makes visible the ways in which colonial legacies are embedded within our educational institutions, challenges the Eurocentric tendencies of composition histories, and offers new perspectives on the ways in which rhetorical education can both reproduce and resist oppressive attitudes about language, race, and culture.

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Richert, Jennifer Kathleen. "Changing attitudes Congressional rhetoric, race, & educational inequalities /." CONNECT TO THIS TITLE ONLINE, 2007. http://etd.lib.umt.edu/theses/available/etd-07182007-152948/.

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Rynearson, Anne. "Theories of Charter School Action: The Realities Behind the Rhetoric." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/666.

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By elucidating the distinct values of charter school advocates, this thesis will draw out unspoken assumptions about the nature of how charter schools function in America’s public school arena. Laying out the framework of three theories of charter school action will enable discussions on charter school policy to start from a shared point of understanding.

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Shea, Karen Pierce. "John Dewey's letters from Asia| Implications for redefining "openness" in rhetoric and composition." Thesis, University of Rhode Island, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10240649.

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Particularly in his early 20^th century writings, the American pragmatist philosopher John Dewey advocated open-mindedness as a critical value for education. Rather than a passive kind of tolerance that is acquired through intellectual consideration alone, Dewey recommended open-mindedness that is attained through a combination of contemplation and embodied experience. A close reading of Dewey’s personal correspondence from Japan and China between 1919-1921, previously unexplored to this degree, highlights the profound impact that experiencing the different cultures had on Dewey’s understanding of difference compared to considering them from afar.

In particular, this study sought to investigate how Dewey’s experiences in Asia affected his understanding of open-mindedness; how Dewey’s evolving philosophical insight can help educators more fully understand open-mindedness; and how Dewey’s interpretation of open-mindedness can help contemporary educators employ his pragmatic concept of “intelligent practice” to engage writing students in activities that will help them attain openness.

Composition specialists can use Dewey’s discoveries to begin to extend multiculturalism and comparative rhetoric by requiring all students to research and write using rhetorical patterns typical in other cultures. A pragmatic approach to teaching comparative rhetoric can also involve a wider shift in the field’s inquiries, as students approach courses in other disciplines, and even beyond university, with the kind of openness of mind that Dewey comes to realize in Asia.

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Hinckley, Catherine Chopp. "Rhetoric, gender, and property in English Renaissance anatomical and topographical poetry /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487779914827857.

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Lopez, Cristina S. "Difference and gender in evolutionary biology : a feminist rhetoric of science /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488204276534442.

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Graham, Claire Louise. "Institutional commitment to widening participation : mission, rhetoric and framing." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/1117/.

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This thesis is based upon a case study of six higher education institutions (HEIs) and their ‘framing’ of commitment to widening participation. Using elements of Fairclough’s (1995) critical discourse analysis, the thesis analyses the discursive strategies that the HEIs used to position their widening participation work in marketing literature and open day settings, as well as via policy documents and statements made by staff. Bernstein’s (1990) notions of classification and framing are applied as a framework for understanding how widening participation work is presented as part of a ‘whole institution’ approach to marketing. The thesis argues that the discursive strategies of the pre-92 HEIs suggested a highly contingent approach to widening participation. Strong framing around standards and selectivity was coupled with weak framing of widening participation. The post-92 HEIs evidenced stronger framing of widening participation but this was positioned alongside a recruitment-oriented discourse of persuasion. Government policy appeared to have had a limited effect in terms of changing existing institutional cultures. It is recommended that the government enforce tighter regulation around widening participation work in HEIs; ensuring that widening participation is embedded into institutional structures and that marketing literature and open day settings reflect this more accessible ethos.

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Murphy, Robin Marie Merrick. "Post-9/11 Rhetorical Theory and Composition Pedagogy: Fostering Trauma Rhetorics as Civic Space." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1180024360.

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Sherman, Derek R. "Turning Back the Clock: The Trivium’s Rhetorical Advantages in Secondary Education." University of Findlay / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1430683059.

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Hui, Martha Leng Han. "The rhetoric and the reality practice in Hong Kong schools." Thesis, University of East Anglia, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273530.

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Markwardt, Daylanne. "From Sputnik to the Spellings Commission: The Rhetoric of Higher Education Reform." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/228460.

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In July 1946, Harry S. Truman formed the first-ever presidential commission on higher education. Since that time, reports by commissioned panels of experts calling for reforms to postsecondary education have proliferated. The Spellings Commission on the Future of Higher Education provides yet the most recent high-profile example of how reformists may shift their sights--and their rhetorical strategies--from primary to postsecondary education. Yet, little examination has been made of how such reports harness the persuasive power of rhetoric to advance their agendas for reform. In From Sputnik to the Spellings Commission, Daylanne Markwardt bridges this gap by bringing tools of rhetorical criticism to bear on the contemporary rhetoric of higher education reform. Drawing upon rhetorical and linguistic theories, she demonstrates how two key metaphors--the first, framing higher education as a means of national defense, the second, likening it to a business or industry--have radically altered the way postsecondary education has been perceived and valued in the U.S. over the past 60 years. She also explores how a number of major ideological appeals have been used to legitimize actions and policies that have brought about sweeping changes to institutions of higher learning since the Cold War. Based upon Jürgen Habermas's theory of technological rationality, she argues that commission reports have instilled a measurement-oriented, bottom line-driven mindset, whereby the results of postsecondary learning have been reduced to those which are readily quantifiable and its worth calculated almost entirely in economic terms. As a codified response to a recurrent social situation, commission reports like those analyzed in this dissertation constitute a unique genre of reform rhetoric. Yet, they also effectively restrict women, persons of color, and other marginalized groups from the dialog surrounding higher education reform, thereby sustaining a hegemony of values asserted largely by representatives of dominant religious, political, and business interests. The author concludes that the conventions and limitations of this genre must be challenged, and the ideologies now associated with higher education rearticulated, if the humanities are to maintain their place within the evolving American university.

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O'Toole, Gill. "Lifelong learning : empty rhetoric or reality? : mature students' access to higher education." Thesis, Lancaster University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.414893.

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Stodola, Denise A. "Transitional materials : crossing the boundaries between medieval and modern conceptions of writing as a step toward constructing a pedagogical "masterpiece" in the composition classroom /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3099641.

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Gott, Trisha. "Analysis of discourse and rhetoric in performance measures for research institutions in Kansas." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/34469.

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Doctor of Education
Department of Educational Leadership
Kakali Bhattacharya
David C. Thompson
Mary H. Tolar
This qualitative discourse analysis examines discourse related to performance-based measures such as, state of the state speeches, policy documents, reports, and other discourse to explore the purpose(s) higher education has in Kansas, as manifested in discourse from 1997 to 2015. The research explores discourse produced by elected and appointed state level officials’ related to higher education policy, purpose, and governance, with a specific focus on performance-based measures in Kansas. The purpose of this research was to understand more fully how discourse shapes and reflects understanding of the role and purpose of higher education in the state of Kansas. This study explored the power of discourse to shape a narrative in a state and influence policy and governance. Using discourse analysis as the methodological framework, this qualitative study included analysis of policy documents, speeches, reports, budgets, and other discourse related to performance-measures in Kansas. Discourse analysis, informed by political and critical discourse analysis were the primary approach to this research. Using a multiperspective approach to data analysis and coding, data was examined for themes of power, social, economic, and political influences. The study has implications for higher education policy and for policymakers, administrators, and other actors in higher education in Kansas.

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Ryder, Phyllis Mentzell 1963. "Strong rhetoric: Acting in the interplay of language, power, belief." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282367.

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The dissertation confronts these dual questions: What theory of rhetoric would serve a multicultural democracy? How might such a theory be taught in a first-year composition program? I argue that democratic negotiations are rhetorical, as groups vie to control definitions of themselves, each other, and the "proper" relationships among people, and that rhetoric shapes what people consider to be "knowledge" and "truth." Because hidden ideologies influence the rhetoric people find convincing, people need methods for reflecting critically on their own locations. I argue that one method of developing this reflection is to seek to understand the positions of oppressed peoples, as those positions may reveal assumptions embedded in dominant rhetorical patterns. I also argue that a rhetoric for democracy must be committed to action, not just self-reflection and analysis. I call my theory "strong rhetoric." In the remainder of the dissertation I consider how to apply strong rhetoric in pedagogical contexts, and I perform the kind of self-reflection that strong rhetoric demands by noting how my own contexts have influenced my theory. In chapter two I contemplate the role of a teacher in a democratic classroom and offer "liberation morality"--the critique of inequitable distributions of power--as a strategy to convince students of the value of strong rhetoric. In chapter three I critique four curricula designed to teach civic rhetoric, and I argue that teachers must present ideology as more than partisan politics, advocate action as the goal of rhetoric, discuss the limits of democracy defined as a public forum, and treat students as knowledge-makers and citizens. In chapter four, I discuss my involvement in the the University of Arizona's curriculum revision and make explicit that research and revision are integral to strong rhetoric. I also argue that a pedagogy for strong rhetoric must confront the tensions of establishing the classroom as "community." In chapter five I show how teaching assistants at the University of Arizona translated complex rhetorical concepts into essay assignments. Recognizing that teachers need to simplify strong rhetoric to present it in a one-semester course, I model the analysis teachers might use to determine which elements of strong rhetoric to teach.

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Hahn, Laura K. "A Generic Analysis of the Rhetoric of Humorous Incivility in Popular Culture." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391683148.

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Williams, Andrea Louise. "The rhetoric of corporate communication : A case study of an employee communication program /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1287409250.

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Gibson, Kimberly Denise Barnett. "Weaving a new world : the rhetoric of reorientation in contemporary women's spirituality rituals /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487843314692946.

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Hayes, Amanda E. "You'uns: Toward Appalachian Rhetorical Sovereignty." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1430585648.

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Fallshaw, Eveline Mcintyre. "Quality : reality, rhetoric and the locus of control in taught masters degrees in Hong Kong /." Thesis, Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18598602.

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Placier, Peggy Lou. "The meanings of "at-risk": Reform rhetoric and policy responses in U.S. education." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184891.

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Description of students as at-risk became a trend in educational policy and programming in the late 1980s. The term at risk was originally part of the specialized discourse of medicine and psychology, and related subfields of education such as special education and educational psychology. Due to the influence of national reform reports, the term at risk became more common in the discourse of policymakers and practitioners. It was used as a descriptor of students, often low-income and/or minority students, likely to fail or drop out of school. This study employed methods from sociolinguistics, discourse analysis and policy analysis to trace the uses and meanings of at risk through national reports, state education policies in Arizona, and district policies in a medium-sized Arizona school district with both rural and suburban schools. Analysis of reports and recorded interviews with state policymakers, district administrators, principals, and teachers identified differences in the meanings of at risk at different levels of the educational system. Groups at each level had particular interests in students, as reflected in their definitions of the problems of at-risk students and their policy recommendations. The most common consequences for students of being labelled at-risk were to be removed from the mainstream for special treatment, despite arguments of some researchers and theorists that educators need to rethink such approaches.

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Goodwin, Lorna. "The inclusion of children with physical disabilities in physical education : rhetoric or reality?" Thesis, University of Surrey, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.685073.

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Ohene-Larbi, Stephen. "Teaching of Civic Education in the Classroom-A Model for Reading and Writing." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1450181615.

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Takeuchi, Mito. "A Case Study of “Othering” in Japanese Schools: Rhetoric and Reality." View abstract, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3371593.

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Robillard, Amy Elizabeth Howard Rebecca Moore. "Reimagining students' writerly authority co-investigation and representations of student writers in composition studies /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2004. http://wwwlib.umi.com/cr/syr/main.

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Worley, Demetrice A. Fortune Ron. "Visual and verbal transactions the effect of visual imagery training on the writing of college students /." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9105745.

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Thesis (D.A.)--Illinois State University, 1990.
Title from title page screen, viewed November 22, 2005. Dissertation Committee: Ronald J. Fortune (chair), Noreen Michael, Maurice A. Scharton, Julia N. Visor, Janice G. Neuleib. Includes bibliographical references (leaves 167-176) and abstract. Also available in print.

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Dissertations / Theses on the topic 'Education Rhetoric'

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