“Your English is Accented!”: Surviving With Otherness While Approaching Positive Becoming

2020 ◽  
pp. 194084472094351
Author(s):  
Tao Zhang
Keyword(s):  
Teaching Assistants ◽  
Ways Of Knowing ◽  
Graduate Teaching Assistants ◽  
Border Crossing ◽  
The Other ◽  
Linguistic Difference ◽  
Critical Communication Pedagogy ◽  
Graduate Teaching ◽  
International Graduate ◽  
Communication Pedagogy

Taking a critical intercultural approach, this paper explores the discrepancies between the critical communication pedagogy (CCP) ideals and pedagogical struggles of international graduate teaching assistants (IGTAs) rendered by their linguistic difference due to border crossing. I theorized IGTAs’ linguistic Otherness as racialization of their accent. I further suggested undoing the negative becoming with positive becoming by intervening in the dualistic ways of knowing and hearing in order to shatter the mentality that dehumanizes and dominates the Other.

Visual Literacy, Rhetoric, and Design at the Graduate Level

2018 ◽  
pp. 200-221
Author(s):  
Jeffrey Robert Galin ◽  
Haley Swartz ◽  
Marianna Gleyzer ◽  
Rachel Copley ◽  
Nicholas Mennona Marino
Keyword(s):  
Visual Literacy ◽  
Teaching Assistants ◽  
Graduate Teaching Assistants ◽  
Cultural Criticism ◽  
The Other ◽  
Visual Design ◽  
Graduate Level ◽  
Graduate Course ◽  
Graduate Teaching ◽  
Multimodal Pedagogy

While much has been written about visual literacy and multimodal teaching, almost nothing has been published on preparing instructors and graduate teaching assistants to provide students with the mechanics of visual design, rhetoric, and cultural criticism to help them build complex, multimodal projects that go beyond visual inclusion and critique. This chapter focuses on a graduate course on visual literacy, rhetoric, and design that was taught by one of the authors and taken by the other four. Grounded in previous claims for visual literacy in the field, the authors open by introducing how and why students can be helped to develop visual arguments. It then introduces the graduate course, and 10 strategies for successful multimodal, project-based teaching, which are exemplified by graduate and undergraduate project examples. The chapter concludes with example assignments from two of the graduate authors and a call for a dedicated cross-disciplinary graduate course for multimodal pedagogy.

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