Research

"In examining Hillary Clinton’s rhetoric, the authors find a full-bodied politician, not the caricature so often offered up by the media. Using highly novel analytical procedures, the authors point up Clinton’s complexity and dynamism and juxtapose them with the very real prejudices women still face in U.S. politics. This book will rankle the reader. And it should."
—Roderick P. Hart, author of American Eloquence: Language and Leadership in the Twentieth Century

Women candidates are under more pressure to communicate competence and likability than men. When women balance these rhetorical pressures, charges of inauthenticity creep in, suggesting the structural and strategic anti-woman backlash at play in presidential politics. Hillary Clinton demonstrated considerable ability to adapt her rhetoric across roles, contexts, genres, and audiences. Comparisons between Clinton’s campaign speeches and those of her presidential opponents (Barack Obama, Bernie Sanders, and Donald Trump) show that her rhetorical range exceeded theirs. Comparisons with Democratic women candidates of 2020 suggest they too exhibited a rhetorical range and faced a backlash similar to Clinton. Hillary Clinton’s Career in Speeches combines statistical text-mining methods with close reading to analyze the rhetorical highs and lows of one of the most successful political women in U.S. history. Drawing on Clinton’s oratory across governing and campaigning, the authors debunk the stereotype that she was a wooden and insufferably wonkish speaker. They marshal evidence for the argument that the sexist tactics in American politics function to turn women’s rhetorical strengths into political liabilities. 

Women candidates are under more pressure to communicate competence and likability than men. And when women balance these rhetorical pressures, charges of inauthenticity creep in, suggesting the structural and strategic anti-woman backlash at play in presidential politics. Hillary Clinton demonstrated considerable ability to adapt her rhetoric across roles, contexts, genres, and audiences. Comparisons between Clinton’s campaign speeches and those of her presidential opponents (Barack Obama, Bernie Sanders, and Donald Trump) show that her rhetorical range exceeded theirs. And comparisons with Democratic women candidates of 2020 suggest they too exhibited a rhetorical range and faced a backlash similar to Clinton. Hillary Clinton’s Career in Speeches combines statistical text-mining methods with close reading to analyze the rhetorical highs and lows of one of the most successful political women in U.S. history. Drawing on Clinton’s oratory across governing and campaigning, the authors debunk the stereotype that she was a wooden and insufferably wonkish speaker. They marshal evidence for the argument that the sexist tactics in American politics function to turn women’s rhetorical strengths into political liabilities.

The Surviving R. Kelly documentary, which premiered in 2019, chronicled the decades of abuse at the hands of Kelly, with appearances from survivors, their supporters and those closest to Kelly. Although what was presented in Surviving R. Kelly is not necessarily new information, the cultural shift that stemmed from #MuteRKelly and #MeToo helped to catapult the experiences of the primarily Black women and girls into mainstream media and ultimately led to Kelly being convicted of the crimes. Days after the documentary initially premiered in 2019, several Black podcasts reviewed the series – Tea with Queen and J, The Clubhouse with Mouse Jones and Marsha’s Plate. This article will provide a textual analysis of these episodes, as the episodes present a reflection on Black media, community and accountability. This article will explore how podcasts grappled with Black media’s complicity in the tangled web of abuse, while also providing survivor-centred content. Why are podcasts important spaces to grapple with difficult conversations among Black communities? What can podcast episodes show us about survivor-centred content and accountability?

Japanese anime has continued to gain recognition as one of the strongest cultural influences in a globalized world. We examine how the transnational process of decontextualization-recontextualization can shift the messages of popular culture texts as situated in differing collective memories. To highlight this process, we analyze Shingeki no Kyojin (known to English-speaking audiences as Attack on Titan). Shingeki no Kyojin provides insightful grounds for analysis given its tremendous popularity in both Japan and beyond, its message of resistance against U.S. militarism, and its recontextualized uptake by the American alt-right, even including an Arizona congressman. Our analysis reveals the importance of understanding popular culture alongside context and the impact of decontextualized-recontextualized transformations of meaning on transnational processes of collective memory discourse.

Based on the auto-ethnographic work of a team of scholars who developed the first Black Digital Humanities program at a research institution, this book details how to centralize Black feminist praxes of care, ethics, and Black studies in the digital humanities (DH).

In this important and timely collection, the authors Catherine Knight Steele, Jessica H. Lu, and Kevin C. Winstead—of the first team of the African American Digital Humanities Initiative—center Black scholars, Black thought, and Black studies in creating digital research and programming. Providing insight into acquiring funding, building and maintaining community, developing curricula, and establishing a national network in the field, this book moves Black persons and Black thought from the margins to the center with a set of best practices and guiding questions for scholars, students, and practitioners developing programming, creating work agreements, building radically intentional pedagogy and establishing an ethical future for Black DH.

This is essential reading for researchers, students, scholars, and practitioners working in the fields of DH and Black studies, as well as graduate students, faculty, and administrators working in humanities disciplines who are interested in forming centers, courses, and/or research programs in Black digital studies.

In this important and timely collection, the authors Catherine Knight Steele, Jessica H. Lu, and Kevin C. Winstead―of the first team of the African American Digital Humanities Initiative―center Black scholars, Black thought, and Black studies in creating digital research and programming. Providing insight into acquiring funding, building and maintaining community, developing curricula, and establishing a national network in the field, this book moves Black persons and Black thought from the margins to the center with a set of best practices and guiding questions for scholars, students, and practitioners developing programming, creating work agreements, building radically intentional pedagogy and establishing an ethical future for Black DH.

This is essential reading for researchers, students, scholars, and practitioners working in the fields of DH and Black studies, as well as graduate students, faculty, and administrators working in humanities disciplines who are interested in forming centers, courses, and/or research programs in Black digital studies.

Diversity has become a proxy term used to talk about racism and other forms of systemic oppression on college campuses and in the classroom. Although scholars have suggested connecting diversity to power, privilege, and systemic oppression, whiteness can be used to challenge these systemic conversations bringing into question the usefulness of this suggestion. Based on interviews with 15 college students, I argue that college students’ diversity discourse functioned to (re)produce whiteness and neoliberal diversity by promoting individualism and meritocracy. I also suggest that instructors’ abilities to intervene in the (re)production of harmful ideologies are limited because students wanted classroom diversity discourse to focus on their perspectives and opinions which could challenge instructors’ attempts to connect individual discourses to systemic analyses. In turn, I propose dialogic instruction and critical communication pedagogy as an intervention. As instructors engage in these practices they should work to shift students’ understandings of racism, sexism, and other forms of oppression from an individual level toward systemic analyses.

This article examines Kimberlé Crenshaw’s interview on Democracy Now! in 2015 and her 2016 TEDTalk, “The Urgency of Intersectionality,” to theorize Black women’s “activist rhetoric of blame.” Crenshaw enacts three distinctive features of Black feminist pedagogy in her activism for the #SayHerName Campaign. She challenges traditional “frames” of antiBlack police brutality, uses blaming vocabulary from a Black woman’s standpoint to create new frames, and names an audiences’ “revolutionary potential” in dismantling misogynoir in the justice system. An activist rhetoric of blame expands frames in dominant discourses so that the collective blame toward an institution can encompass intersectional oppression.

Similar to three earlier studies, thematic analysis of 2,155 articles, identified in academic and popular press publications extending from 2016 to 2020, provides support for the centrality of the communication discipline’s content and pedagogy. These results reinforce the importance of communication to promoting health communication; growing individually and in relation to others; enriching the educational enterprise; enhancing organizational processes; being a responsible community member locally, nationally, internationally, and globally; and addressing crises, safety, risk, security, and science communication. Subthemes are identified in each of these six thematic categories, and the results are compared with those of the three earlier iterations of this study and in light of major shifts in the sociopolitical and cultural environment in the U.S. and the globe since the last iteration.