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| Hindman, Jane E. | 1 |
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Peer reviewedHindman, Jane E. – JAC: A Journal of Composition Theory, 2002
Identifies a set of professional discursive practices of rhetoric teachers that reveal gendered power relations. Proposes an "embodied rhetoric" characterized and authorized in part by specific sorts of personal author- and context-saturated gestures. Concludes that an embodied rhetoric regenders academic discourse, assures agency and power to…
Descriptors: Academic Discourse, Change Strategies, Gender Issues, Higher Education
