It’s giving queer rhetorical pedagogy: Introducing rhetorical criticism with queer vernacular

Abstract

In this essay, I argue that the queer phrase “it’s giving” can teach the concept and practice of rhetorical criticism while also performing a queer rhetorical pedagogy. The proposed activity proceeds in three steps: teaching queer histories, defining rhetorical criticism in queer terms, and practicing criticism queerly. This approach develops students’ critical historical knowledge, theoretical repertoire, and practical academic skills.

Courses

Rhetorical Criticism, Rhetorical Theory, Communication Research Methods, Critical Research Methods, Queer Theory.

Objectives

The first content-focused class in a course on rhetorical criticism must define criticism as both a concept and practice. I argue that both ends can be achieved while enacting a “queer rhetorical pedagogy” (Morris, C. E. 2013. Sunder the children: Abraham Lincoln’s queer rhetorical pedagogy. The Quarterly Journal of Speech, 99[4], 395–422) via the teaching template inspired by the phrase “it’s giving.” “It’s giving” provides in-roads for instructors to incorporate queer history into their coverage of rhetorical histories. It also performs a queer vernacular in a traditionally heteronormative academic space. The first objective of this activity is to offer students introductory descriptions of what rhetorical criticism is. The second is to demonstrate how to do rhetorical criticism. The third is to achieve both these ends through a queer rhetorical pedagogy.

Acknowledgments

I would like to thank the students who participated in my Spring 2023 course in rhetorical criticism at Oregon State University including Taylor Barron, Max Campbell, Matteo Fusco, Kyle Kirkland, James Phillips, and Tasha Robinson. Their contributions to our in-class discussions illuminated the rhetorical and pedagogical potential of queer vernacular. This article would not exist without their inspiration.