Decolonizing Projects: Creating Pluriversal Possibilities in Rhetoric

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Notes

¹ The symposium contributors extend their deep appreciation to collaborator and mentor Ellen Cushman, whose wisdom, guidance, sustained energy, and care has been integral to this project and to the existence of this collective.

² We note Laurie Grobman’s recent attention to the “anxiety, discomfort, and fear” that instructors of critical race theory commonly experience, as well as her call to pursue new approaches to justice-minded teaching and research in spite of this anxiety, which is not easily dissolved (106). This essay similarly seeks to acknowledge sites of discomfort and suggest strategies for research and teaching that occupy and work within such places.

³ Examples of “alternative” rhetorics might include categories such as: cultural rhetoric, African American rhetoric, Indigenous rhetoric, Chicana/o rhetoric, feminist rhetoric, comparative rhetoric, visual rhetoric, embodied rhetoric, and/or insert-your-adjective-here rhetoric.

¹ I would like to extend my deepest thanks to Ms. Patty Ferguson, the Pointe-au-Chien, and the Isle de Jean Charles Band of the Biloxi Chitimacha Choctaw for allowing me to be a part of this research process, and write about the extraordinary work they have accomplished.

² Please note that the two respective tribes use these acronyms to describe their communities, and have asked that I do the same in my writing.

³ Patty Ferguson also serves as the Faculty Director of the Indian Legal Program at Arizona State University.

⁴ See: https://conferences.asucollegeoflaw.com/triberecognition/

¹ The September letter is published with Franklin’s official letters. Franklin’s letters from June 1787 are not published, but they have been transcribed, digitized, and made available online.