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The rhetoric of culture: Shaping In...

University of Minnesota.

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The rhetoric of culture: Shaping Indian-American identities through grassroots community education.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The rhetoric of culture: Shaping Indian-American identities through grassroots community education./
Author:	Garlough, Christine Lynn.
Description:	257 p.
Notes:	Major Adviser: Edward Schiappa.
Contained By:	Dissertation Abstracts International63-05A.
Subject:	Folklore. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3052769
ISBN:	0493673105

The rhetoric of culture: Shaping Indian-American identities through grassroots community education.
Garlough, Christine Lynn.

The rhetoric of culture: Shaping Indian-American identities through grassroots community education. - 257 p.

Major Adviser: Edward Schiappa.

Thesis (Ph.D.)--University of Minnesota, 2002.

In this dissertation, I begin by asserting that little attention has been paid to the rhetorical work occurring within American ethnic schools, although arguments supporting aspects of the marginalized culture and critiquing aspects of the dominant culture are evident in both discursive and nondiscursive forms. I hypothesize that through the conscious use of these cultural forms, teachers and students attempt to advance larger social goals, such as identity formation and community construction.

ISBN: 0493673105Subjects--Topical Terms:

528224
Folklore.

The rhetoric of culture: Shaping Indian-American identities through grassroots community education.
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100 1 $a Garlough, Christine Lynn. $3 1255201
245 1 0 $a The rhetoric of culture: Shaping Indian-American identities through grassroots community education.
300 $a 257 p.
500 $a Major Adviser: Edward Schiappa.
500 $a Source: Dissertation Abstracts International, Volume: 63-05, Section: A, page: 1626.
502 $a Thesis (Ph.D.)--University of Minnesota, 2002.
520 $a In this dissertation, I begin by asserting that little attention has been paid to the rhetorical work occurring within American ethnic schools, although arguments supporting aspects of the marginalized culture and critiquing aspects of the dominant culture are evident in both discursive and nondiscursive forms. I hypothesize that through the conscious use of these cultural forms, teachers and students attempt to advance larger social goals, such as identity formation and community construction.
520 $a Consequently, this dissertation argues it would be valuable to explore these schools from a rhetorical and critical cultural perspective. Clearly, for immigrants the pressures of assimilation are a reality of everyday life. While sometimes they conform to their perceptions of normative behavior, other times they resist. Indeed, I contend that these ethnic schools are modes of opposition against the loss of some sort of ethnic identity. Their very existence is the manifestation of an argument aimed at those who advocate various forms of the “melting pot” approach to American social life. Moreover, these schools testify to the social power of immigrants groups to participate in the process of creating their own ethnic identities—for themselves as individuals and as a broader community.
520 $a In order to study this dynamic, I have conducted a two-year ethnographic field work project within an Indian-American ethnic school. I believe the resulting case study will provide insight into how immigrants argue for particular ethnic and community identities through cultural performances and narratives.
590 $a School code: 0130.
650 4 $a Folklore. $3 528224
650 4 $a Language, Rhetoric and Composition. $3 1019205
650 4 $a Speech Communication. $3 1017408
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690 $a 0459
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710 2 0 $a University of Minnesota. $3 676231
773 0 $t Dissertation Abstracts International $g 63-05A.
790 $a 0130
790 1 0 $a Schiappa, Edward, $e advisor
791 $a Ph.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3052769