Date of Award

2018

Document Type

Open Access Master's Thesis

Degree Name

Master of Science in Rhetoric, Theory and Culture (MS)

Administrative Home Department

Department of Humanities

Advisor 1

Marika Seigel

Committee Member 1

Patricia Sotirin

Committee Member 2

Karla Kitalong

DOI

10.37099/mtu.edu/dc.etdr/668

Abstract

Many scholars have advocated a breakdown of teachers' authority while agitating for students’ voice and freedom in the classroom. They have proposed several theories to this effect. In this paper, I reflect on how principles of invitational rhetoric, engaged pedagogy and critical pedagogy operate in teaching a technical communicating class. It is to find out how these tend to support or otherwise students’ voices, engagement and agency. To reflect, I adopted and adapted the principles of invitational rhetoric, engaged, and critical pedagogy to topics in technical communication. My reflections reveal that the successful applications of theories cannot be guaranteed. We should look at theories and principles as a continuum. At best, such applications should be a rhetorical act.

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