RSA Summer Institute Workshop

Latin American and Latina/o Rhetoric

Lisa Flores and Damian Baca

Latin American and Latina/o Rhetoric

Lisa Flores, University of Colorado at Boulder
Damian Baca, University of Arizona

This workshop will provide opportunities to exchange knowledge and experience on research related to Latin American and Latina/o rhetoric. We will examine Latin American and Latina/o responses to the basic assumptions engrained in the Western idea of rhetoric, its ties to colonial power, modernity, progress and development. Of equal importance, we will consider possibilities of non-eurocentered rhetorical theory and production in both the hemispheric North (including the North with in the South) and the hemispheric South (including the South within the North).

Sponsored by the Latin American Rhetoric Association-US Chapter.

Questions? Contact Lisa Flores, Lisa.Flores@Colorado.EDU

College English -- Call for Submissions

Call for Submissions

For two special issues of COLLEGE ENGLISH, we invite submissions, which should be sent electronically to the journal’s office at cesubs@indiana.edu by July 1, 2008:

Lincoln in English Studies: In February 2009, historians will celebrate thebicentennial of Abraham Lincoln’s birth. Why and how should our disciplinestudy him, too? Besides his own rhetoric, contributors might examine how hehas figured in works of fiction, visual culture, English courses, orEnglish scholarship.

Writing, Rhetoric, and Latinadad (guest editors: Damián Baca and VictorVillanueva):

With Latinas and Latinos comprising the United States’ largestlinguistic and ethnic “minority,” this issue will consider the historicalknowledge that the field of rhetoric and composition needs to constructsocially relevant pedagogies. Particularly welcome are essays that defineLatina/Latino rhetorics in comparison to Greco-Latin ones. How do we beginto understand a broader history of rhetoric within the Americas, forexample? How can Latina/Latino rhetorics that pre-date the teaching ofEnglish in the Americas transform composition studies? How might resistantand de-colonial Latina and Latino rhetorics challenge Eurocentric historiesand historiographies of writing and writing instruction? How can greaterunderstanding of the unique historical trajectories of indigenous, Spanish,and English rhetorical ways affect our current attempts to include Latinoand Latina language experiences in our composition classrooms? What arehistoricallinks among AmerIndian rhetorics (i.e., those of Latin American andCaribbean indigenous peoples as distinct from their more Northern brothersand sisters)? How would these have affected, and been affected by, Spanishcolonial rhetorics?