Rhetorical Education in Turn-of-the-Century U.S. Women's Journalism: Studies in Rhetorics and Feminisms
Autor Grace Wetzel Cuvânt înainte de Shari J. Stenbergen Limba Engleză Paperback – 26 noi 2023
Examining the rhetorical and pedagogical work of three turn-of-the-century newspaperwomen
At the end of the nineteenth century, newspapers powerfully shaped the U.S. reading public, fostering widespread literacy development and facilitating rhetorical education. With new opportunities to engage audiences, female journalists repurposed the masculine tradition of journalistic writing by bringing together intimate forms of rhetoric and pedagogy to create innovative new dialogues. Rhetorical Education in Turn-of-the-Century U.S. Women’s Journalism illuminates the pedagogical contributions of three newspaperwomen to show how the field became a dynamic site of public participation, relationship building, education, and activism in the 1880s and 1890s.
Grace Wetzel introduces us to the work of Omaha correspondent Susette La Flesche Tibbles (Inshta Theamba), African American newspaper columnist Gertrude Bustill Mossell, and white middle-class reporter Winifred Black (“Annie Laurie”). Journalists by trade, these three writers made the mass-circulating newspaper their site of teaching and social action, inviting their audiences and communities—especially systematically marginalized voices—to speak, write, and teach alongside them.
Situating these journalists within their own specific writing contexts and personas, Wetzel reveals how Mossell promoted literacy learning and community investment among African American women through a reader-centered pedagogy; La Flesche modeled relational news research and reporting as a survivance practice while reporting for the Omaha Morning World-Herald at the time of the Wounded Knee Massacre; and Black inspired public writing and activism among children from different socioeconomic classes through her “Little Jim” story. The teachings of these figures serve as enduring examples of how we can engage in meaningful public literacy and ethical journalism.
At the end of the nineteenth century, newspapers powerfully shaped the U.S. reading public, fostering widespread literacy development and facilitating rhetorical education. With new opportunities to engage audiences, female journalists repurposed the masculine tradition of journalistic writing by bringing together intimate forms of rhetoric and pedagogy to create innovative new dialogues. Rhetorical Education in Turn-of-the-Century U.S. Women’s Journalism illuminates the pedagogical contributions of three newspaperwomen to show how the field became a dynamic site of public participation, relationship building, education, and activism in the 1880s and 1890s.
Grace Wetzel introduces us to the work of Omaha correspondent Susette La Flesche Tibbles (Inshta Theamba), African American newspaper columnist Gertrude Bustill Mossell, and white middle-class reporter Winifred Black (“Annie Laurie”). Journalists by trade, these three writers made the mass-circulating newspaper their site of teaching and social action, inviting their audiences and communities—especially systematically marginalized voices—to speak, write, and teach alongside them.
Situating these journalists within their own specific writing contexts and personas, Wetzel reveals how Mossell promoted literacy learning and community investment among African American women through a reader-centered pedagogy; La Flesche modeled relational news research and reporting as a survivance practice while reporting for the Omaha Morning World-Herald at the time of the Wounded Knee Massacre; and Black inspired public writing and activism among children from different socioeconomic classes through her “Little Jim” story. The teachings of these figures serve as enduring examples of how we can engage in meaningful public literacy and ethical journalism.
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Specificații
ISBN-13: 9780809338672
ISBN-10: 080933867X
Pagini: 276
Ilustrații: 9
Dimensiuni: 152 x 229 x 20 mm
Greutate: 0.06 kg
Ediția:First Edition
Editura: Southern Illinois University Press
Colecția Southern Illinois University Press
Seria Studies in Rhetorics and Feminisms
ISBN-10: 080933867X
Pagini: 276
Ilustrații: 9
Dimensiuni: 152 x 229 x 20 mm
Greutate: 0.06 kg
Ediția:First Edition
Editura: Southern Illinois University Press
Colecția Southern Illinois University Press
Seria Studies in Rhetorics and Feminisms
Notă biografică
Grace Wetzel is an associate professor of English and the First-Year Course Coordinator at Saint Joseph’s University. Her works include essays in JAEPL, Composition Studies, and Rhetoric Society Quarterly and in the edited collection The Best of the Independent Journals in Rhetoric and Composition 2013.
Extras
Introduction
Today, in the second decade of the twenty-first century, journalism’s endurance as an educational instrument is crucial. Almost one in four newspapers in the United States closed between 2004 and 2019; meanwhile, “news deserts” (areas with no local newspaper or minimal reporting) are emerging throughout the country. Yet independent, rigorous journalism is vital to literacy development, civic engagement, community building, and a healthy democracy. It circulates information essential to individual, community, and national decision-making, it can powerfully instigate social action, and it acquaints readers with diverse voices and viewpoints—helping to illuminate “how we are still connected politically, economically, and socially to neighbors we know and those we don’t” (Abernathy “Saving Community Journalism, 130). Journalism is thus, as Wells, Pulitzer, and many others have historically observed, a valuable “educator” and “teacher.”
Rhetorical Education in Turn-of-the-Century U.S. Women’s Journalism explores an important piece of this long-standing historical correlation between journalism and teaching by examining how newspaperwomen contributed to the educational work of the late nineteenth-century press. Specifically, I analyze the writings of three journalists—white middle-class reporter Winifred Black, African American column editor Gertrude Bustill Mossell, and Omaha writer, speaker, and activist Susette La Flesche Tibbles (Inshta Theamba)—to situate U.S. women’s journalism of the period as a powerful site of rhetorical education, literacy learning, discursive public participation, and social change. These journalists each employed distinct teaching strategies and methods in pursuit of their goals—yet all three used the press for important pedagogical work.
During this period, teaching was both an exceedingly popular and ideologically endorsed occupation for nineteenth-century women. As Jessica Enoch explains in Refiguring Rhetorical Education: Women Teaching African American, Native American, and Chicano/a Students, 1865-1911, “it was almost taken for granted that women were best suited for the work of the teacher” due to prevailing associations between mothering and teaching." Yet unlike those many women who taught behind classroom walls, the journalist-pedagogues I examine in this study assumed their teaching roles within a glaringly public and male-dominated profession. Their pedagogies also embodied commitments that differed significantly from prevailing prescriptions for classroom teachers. As Enoch explains, classroom teachers during this period were invested with the responsibility of “prepar[ing] students for citizenship”; this responsibility, however, was most often understood as “reproducing in students those preexisting norms, language practices, and behaviors already firmly entrenched in dominant American society”. The teacherly work of the newspaper women in this study departs from such prescriptions—much like the subversive instructional practices of the five teachers Enoch explores in Refiguring Rhetorical Education. Through the medium of the mass-circulating newspaper, Black, Mossell, and La Flesche orchestrate various forms of literacy teaching and rhetorical education for social change that challenge “preexisting norms” for language use or promote new ways of (or reasons for) writing. Their widely broadcast journalism was moreover anchored in close and active dialogue with a diverse range of readers and community members—especially children, African American women, and Indigenous peoples. By cultivating such a personal, dialogic form of newspaper discourse, these journalist-pedagogues sought to both educate readers and call them to social action in response to vital issues in the United States at this time.
Rhetorical Education in Turn-of-the-Century U.S. Women’s Journalism thus situates the journalism of Black, Mossell, and La Flesche as a dynamic form of rhetoric and writing teaching that involved and inspired meaningful forms of learning, relationship building, and discursive public participation. This study furthers historiographic work in rhetoric and composition by contributing to our complex understandings of rhetoric and writing instruction in the United States and the more specific operations of the extracurriculum at the turn-of-the-century—particularly as it has been powerfully shaped by women rhetors. Indeed, statements by Wells, Pulitzer, and McClure (characterizing the press as “educator” and comparing journalists to “teachers”) invite us to see Black, Mossell, and La Flesche as pedagogues who utilized turn-of-the-century newspapers as vehicles for dynamic instructional practices. Put differently, print culture opened up new possibilities for women to forge professional identities as not only journalists but as innovative, socially-driven teachers of rhetoric and writing.
[end of excerpt]
Today, in the second decade of the twenty-first century, journalism’s endurance as an educational instrument is crucial. Almost one in four newspapers in the United States closed between 2004 and 2019; meanwhile, “news deserts” (areas with no local newspaper or minimal reporting) are emerging throughout the country. Yet independent, rigorous journalism is vital to literacy development, civic engagement, community building, and a healthy democracy. It circulates information essential to individual, community, and national decision-making, it can powerfully instigate social action, and it acquaints readers with diverse voices and viewpoints—helping to illuminate “how we are still connected politically, economically, and socially to neighbors we know and those we don’t” (Abernathy “Saving Community Journalism, 130). Journalism is thus, as Wells, Pulitzer, and many others have historically observed, a valuable “educator” and “teacher.”
Rhetorical Education in Turn-of-the-Century U.S. Women’s Journalism explores an important piece of this long-standing historical correlation between journalism and teaching by examining how newspaperwomen contributed to the educational work of the late nineteenth-century press. Specifically, I analyze the writings of three journalists—white middle-class reporter Winifred Black, African American column editor Gertrude Bustill Mossell, and Omaha writer, speaker, and activist Susette La Flesche Tibbles (Inshta Theamba)—to situate U.S. women’s journalism of the period as a powerful site of rhetorical education, literacy learning, discursive public participation, and social change. These journalists each employed distinct teaching strategies and methods in pursuit of their goals—yet all three used the press for important pedagogical work.
During this period, teaching was both an exceedingly popular and ideologically endorsed occupation for nineteenth-century women. As Jessica Enoch explains in Refiguring Rhetorical Education: Women Teaching African American, Native American, and Chicano/a Students, 1865-1911, “it was almost taken for granted that women were best suited for the work of the teacher” due to prevailing associations between mothering and teaching." Yet unlike those many women who taught behind classroom walls, the journalist-pedagogues I examine in this study assumed their teaching roles within a glaringly public and male-dominated profession. Their pedagogies also embodied commitments that differed significantly from prevailing prescriptions for classroom teachers. As Enoch explains, classroom teachers during this period were invested with the responsibility of “prepar[ing] students for citizenship”; this responsibility, however, was most often understood as “reproducing in students those preexisting norms, language practices, and behaviors already firmly entrenched in dominant American society”. The teacherly work of the newspaper women in this study departs from such prescriptions—much like the subversive instructional practices of the five teachers Enoch explores in Refiguring Rhetorical Education. Through the medium of the mass-circulating newspaper, Black, Mossell, and La Flesche orchestrate various forms of literacy teaching and rhetorical education for social change that challenge “preexisting norms” for language use or promote new ways of (or reasons for) writing. Their widely broadcast journalism was moreover anchored in close and active dialogue with a diverse range of readers and community members—especially children, African American women, and Indigenous peoples. By cultivating such a personal, dialogic form of newspaper discourse, these journalist-pedagogues sought to both educate readers and call them to social action in response to vital issues in the United States at this time.
Rhetorical Education in Turn-of-the-Century U.S. Women’s Journalism thus situates the journalism of Black, Mossell, and La Flesche as a dynamic form of rhetoric and writing teaching that involved and inspired meaningful forms of learning, relationship building, and discursive public participation. This study furthers historiographic work in rhetoric and composition by contributing to our complex understandings of rhetoric and writing instruction in the United States and the more specific operations of the extracurriculum at the turn-of-the-century—particularly as it has been powerfully shaped by women rhetors. Indeed, statements by Wells, Pulitzer, and McClure (characterizing the press as “educator” and comparing journalists to “teachers”) invite us to see Black, Mossell, and La Flesche as pedagogues who utilized turn-of-the-century newspapers as vehicles for dynamic instructional practices. Put differently, print culture opened up new possibilities for women to forge professional identities as not only journalists but as innovative, socially-driven teachers of rhetoric and writing.
[end of excerpt]
Cuprins
CONTENTS
Foreword by Shari Stenberg
Preface
Acknowledgements
Newspaper Abbreviations
Introduction
1. Winifred Black’s “Little Jim” Campaign: Children’s Extracurricular Writing for Social Action
2. Gertrude Bustill Mossell’s “Helpful Sisterhood”: Racial Uplift, Raising Girls, and Reader-Centered Pedagogy
3. Susette La Flesche’s Relational Journalism and Literacy Teaching: Collaborative Practices of Survivance
Conclusion—Public Memory and the Pan-Extracurriculum
Works Cited
Foreword by Shari Stenberg
Preface
Acknowledgements
Newspaper Abbreviations
Introduction
1. Winifred Black’s “Little Jim” Campaign: Children’s Extracurricular Writing for Social Action
2. Gertrude Bustill Mossell’s “Helpful Sisterhood”: Racial Uplift, Raising Girls, and Reader-Centered Pedagogy
3. Susette La Flesche’s Relational Journalism and Literacy Teaching: Collaborative Practices of Survivance
Conclusion—Public Memory and the Pan-Extracurriculum
Works Cited
Recenzii
“Bringing together a group of diverse women journalists, Grace Wetzel curates an engaging narrative of community-building, activist journalism that, importantly, pulls these rhetorical figures out of historical record and situates them within a longer legacy of public memory.”—Alicia Brazeau, author, Circulating Literacy: Writing Instruction in American Periodicals, 1880-1910
“This extraordinary book is not only an engaging work of recovery, but an insightful combination of feminist historiography and public memory that establishes the significance of these women to the field and considers the politics of race and gender in the ways they have been remembered.”—Shevaun E. Watson, editor of Public Memory, Race, and Heritage Tourism of Early America
“Wetzel documents a critical early period of women journalists' influence on American newspaper and media, masterfully weaving rhetorical and pedagogical analysis with the contributions of three trend-setting newspaperwomen and tracing how they used their platform to educate and encourage social action and change. This book serves as an excellent model on how to write and interpret history based on primary text documents.”—Cristina D. Ramírez, author of Occupying Our Space: The Mestiza Rhetorics of Mexican Women Journalists and Activists, 1875-1942
“This extraordinary book is not only an engaging work of recovery, but an insightful combination of feminist historiography and public memory that establishes the significance of these women to the field and considers the politics of race and gender in the ways they have been remembered.”—Shevaun E. Watson, editor of Public Memory, Race, and Heritage Tourism of Early America
“Wetzel documents a critical early period of women journalists' influence on American newspaper and media, masterfully weaving rhetorical and pedagogical analysis with the contributions of three trend-setting newspaperwomen and tracing how they used their platform to educate and encourage social action and change. This book serves as an excellent model on how to write and interpret history based on primary text documents.”—Cristina D. Ramírez, author of Occupying Our Space: The Mestiza Rhetorics of Mexican Women Journalists and Activists, 1875-1942
Descriere
At the end of the nineteenth century, newspapers powerfully shaped the U.S. reading public, fostering widespread literacy development and facilitating rhetorical education. Rhetorical Education in Turn-of-the-Century U.S. Women’s Journalism illuminates the pedagogical contributions of three newspaperwomen to show how the field became a dynamic site of public participation, relationship building, education, and activism in the 1880s and 1890s.