Hillary Rodham Clinton’s Rhetorical Shifts in What Happened: Pluralist Feminist Credibility Post-2016

While twentieth century US women’s rights advocates have a wealth of knowledge of the ways to establish coalitions across racial differences (Cole and Luna 96), feminist rhetorical scholars urge careful attention to how such strategies should not exclusively establish an individual’s virtues but motivate audiences’ long-term participation (Howell; Busch). Such knowledge emphasizes descriptions of joint decision making across social locations, the boundaries of allyship, and how leaders may use moments of failure to call in allies to continue resistance efforts. Feminist rhetorical scholars, Gwen Pough and Rebecca Jones open Peitho’s “On Race, Feminism, and Rhetoric” special issue with the reminder to “hold space for tension and nuance” because “ongoing protests and unrest around police brutality and murders have forced us to come to terms with the meaning of solidarity and coalition” (n.p.). To study the rhetoric of feminist coalitions, scholars are challenged to understand both traditional political movements such as political election campaigns and more “leaderful” grassroots collectives such as the 2018 Women’s March (“Women’s March on Washington Guiding Vision and Definition of Principles”). Hillary Rodham Clinton is a representative figure for this crucial line of inquiry, as someone Susan Bordo notes “for better or worse has represented a particular generation of feminists for decades,” whose rhetoric shows a remarkable shift regarding gender and race following her 2016 Presidential election loss among the Electoral College (187).   

It is tempting to interpret Hillary Rodham Clinton (HRC)’s rhetoric as representative of white feminism. As a recent example, the sociologist Ashley Noel Mack interprets one of HRC’s tweets from her 2016 election campaign as an indication of the pattern of white women referencing intersectionality in ways that fail to acknowledge the term’s history connected to Black women. Following the 2016 election, HRC’s rhetoric is more complicated. Such shifts are worthwhile to examine because Clinton’s image—more so than her positions, policies, or history—has functioned as a rhetorical straw woman with media coverage focused on the pseudo scandal of her email server and far right conspiracies of her connections to QAnon (Bordo). Clinton’s sixth memoir What Happened is an especially interesting case study due to the ways book reviewers note the politician’s open feminist commitments, a remarkable observation given the book’s primary focus on correcting misperceptions surrounding Donald Trump’s election. In some moments, HRC employs the rhetorical practices coalition-oriented feminists call on for white allies to adopt. What is especially striking is a moment in the middle of the book in which the former Secretary of State describes her shared caregiver identity with Black women who lost children to police violence in ways that acknowledge structural racism. Clinton describes the Mothers of the Movement in ways that emphasize the life and death stakes compelling a group of Black women to trust her, despite significant risks of tokenization, denial, and unaltered conditions.  

In this article, I examine brief moments in HRC’s memoir What Happened where she deviates from the forms of credibility rhetoric scholars have noted throughout her political career. Through decades in national politics, HRC has represented herself as a detail-oriented “policy wonk” or as a Christian “Madonna” (Kaufer and Parry-Giles; Anderson; Campbell). In brief moments in What Happened, HRC uses a “rhetorical feminism” experience-based form of authority (Glenn). Through employing rhetorical feminism, HRC makes rhetorical space for the Black women-led advocacy group The Mothers of the Movement by emphasizing the “unruly” force of bodies at risk, and coalitions with those most at risk, as more central to a healthy democracy than partisan politics, and political press coverage (Alexander et al. 13). While HRC has received important critiques for representing white feminism, I attend to brief moments in her memoir that enabled book reviewers to label the book a feminist text due to shifts from expected presidential rhetoric into embodied knowledge, consciousness of sexism, recognition of shared caregiving responsibilities, and an acknowledgement of race and unequally shared risks among Black and white women. Attending to these shifts in HRC’s ethos can create the symbolic disruptions necessary to allow for the recognition of the Mothers of the Movement anti-racist, poverty, and gun violence coalition.  

A central challenge for feminist rhetorical scholars has been to focus on ways to resist appeals to a shared sisterhood that ignore racial differences or create false equivalencies among sexism and racism. Such post-second wave projects take on increased urgency in the context surrounding the 2016 US presidential election. As readers of this journal are aware, coalitions remain central actionable networks sustaining commitments to end sexist oppression in daily life and scholarly practices. Anti-racist feminists name the responsibilities white allies have to “a movement to end sexism, sexist exploitation, and oppression” that include reflexive engagement, embodied knowledge, interracial friendship, and scholarly practices that resist tokenization (hooks 1; Lugones). These commitments and corresponding rhetorical practices take on heightened urgency in the context of the 2016 election, which saw open displays of white supremacist rhetoric, increased racial violence, and massive protests. Within such a context, how can anti-racist feminist credibility strategies extend knowledge of coalition rhetoric and rhetorical scholars’ responsibilities?  

Feminist rhetorical analyses often focus on liberal and progressive causes. Joy Ritchie and Kate Ronald note questions of how to include the rhetoric of women who supported conservative causes, such as temperance, present a significant challenge for scholars concerned with inclusive histories of rhetoric: to notice not all women have advocated for women’s rights. Examining uncomfortable appearing coalitions may create new knowledge of inclusive rhetoric, which Karma Chávez models through examining the shared pursuit of migrant rights among a Catholic Church and queer rights organization (133). HRC’s memoir is one such text that may provide opportunities to “strategically contemplate” our stances (Kirsch and Royster 656-9), as individuals and parts of this collective, in relationship to the rhetoric of those it is easy to dis-identify with, or distrust.  

Cheryl Glenn presents a useful differentiation among feminist rhetoric and rhetorical feminism. These conceptual labels provide a way to recognize different definitions of feminism and their corresponding purposes, such as a liberal concern with inclusion into workplaces or public life. In this liberal tradition, HRC’s rhetoric has gained recognition especially for her “Remarks to the U.N. 4th World Conference on Women” with the oft-cited “women’s rights are human rights” phrase (American Rhetoric). The politician’s rhetoric has often functioned as an exigency for conversations surrounding shifting gender norms and feminist responsibilities. Younger generations have engaged key critiques of HRC’s generation. The author and cultural critic Roxane Gay describes herself as a “bad feminist” to acknowledge a historical emphasis on elite white women’s concerns but suggests those with fewer privileges should not disassociate from expansive efforts to “believe in equal opportunities for women and men” that “can be pluralistic so long as we respect the different feminisms we carry with us” (n.p.). It can be noteworthy to attend to Clinton’s text for the ways it contains some pluralistic possibilities not exclusively concerned with formal inclusion, smashing glass ceilings, or blindness to the significance of racism within women’s lives. Johnathan Alexander, Susan C. Jarratt, and Nancy Welch urge more attention to the “unruly” force of bodies at risk as a crucial element of recent social movement rhetoric. Cheryl Glenn notes in the conclusion of Rhetorical Feminism and This Thing Called Hope the feminine counterparts of masculine rhetorical traditions may alleviate persuasion efforts that spread conspiracy theories, violence, and many pressing social inequalities. 

Rhetoric scholars identify a crucial shift following feminism’s second wave involves attempts to form connections among women’s rights and other social movements. Krista Ratcliffe in Rhetorical Listening observes speakers often do not want their various and overlapping social differences to prevent them from addressing issues that do not focus on their social differences (2; see also 25-6). Ritchie and Ronald highlight in their introduction to Available Means that due to the millennia of practices denying women access to education and public spaces, a throughline in women’s rhetoric is that women advocate for their presence as a prerequisite to address other issues (xvii). This requirement to justify one’s presence, can, at times, become an invitation to use one’s status and embodied presence as an asset. In the late twentieth century, Shari J. Stenberg and Charlotte Hogg emphasize the exclusion of women from powerful domains is perhaps more insidious because in many nations it is no longer formally written into laws (4) but prevalent in practices such as interpersonal violence, workplace sexual harassment, online doxxing, and economic inequalities.  

Some women may be able to act as if their gender is irrelevant to their lives or perhaps only prevalent once they attempt to ascend to leadership positions. Such a post-feminist position is often individually focused and ignorant, or in denial, of the pervasive inequalities shaping the practices of organizations and governments. It is tempting to place HRC and her rhetoric into such a position. Interdisciplinary scholars spend significant time developing a useful definition of coalitions as embodied human entities and ethical commitments among different groups. As embodied entities, scholars in political science note paying attention to coalitions is a useful way to read American politics, such as understanding the impact of the Democrats and the New Deal Coalition in the early twentieth century (Genovese and Han). Scholars in sociology often examine coalitions as alliances among multiple stakeholders often within government entities and nonprofit networks, as seen in Elizabeth R. Cole and Zakiya T. Luna’s qualitative research into the insights of US women in different grassroots activist organizations or Karama Chávez’s ethnographic description of shifting rhetoric among the queer-rights oriented Wingspan and the migrant-focused Coalición de Derechos Humanos nonprofit groups. Within these conversations, scholars offer definitions of coalitions as functional alliances among two or more groups working together on a common goal, often in pursuit of political, or otherwise institutional, change. However, these scholars often note such entities are often short term, more theoretical than functional, and often fail to alter the conditions that brought the group together.  

Feminists of color are key voices who point to the ways mid-twentieth century feminist and anti-racist movements had a tendency to overlook the specific needs of women of color. Kimberlé Crenshaw in “Mapping the Margins” points out the limited resources of domestic violence shelters resulted in turning away women of color (1245). Coalitional political goals can encompass everyday acts, which María Lugones notes can include asking a woman how she’s doing as her partner is arrested (2; see also “Hablando Cara a Cara”), and calls to resist racially exclusive practices within progressive organizations (see also Audre Lorde’s “The Master’s Tools will Never Dismantle the Master’s House”). Collectively, these conversations challenge a single identity-political focus.  

HRC’s rhetoric following the 2016 election is worthwhile to analyze due to her status as the first US woman to win the popular vote for president and because her image featured predominately in election coverage in ways that represent, at least in part, public perceptions of feminism. I find it worth attending to how, following the 2016 election, HRC’s rhetoric is more complicated than a straightforward read of whitewashing, or white supremacist feminism, due to the moments in which HRC’s feminist consciousness includes established pluralist features that acknowledge cultural influences, draw upon embodied knowledge, and listen to Black women. In this article, I focus on three chapters in HRC’s What Happened that center credibility and gender: “Get Caught Trying,” “On Being a Woman in Politics,” and “Turning Mourning into a Movement.” I conclude through considering textual moments of regrets and credibility earned through failure as potential central features of the rhetoric of coalition leaders. Studying these textual moments may contribute to knowledge of ethos as a central persuasive feature in contemporary memoirs and the study of feminist coalition rhetoric that requires alliances with unevenly shared risks and controversial allies (Mack and Alexander; Kelm).   

“This is a Story of What Happened.” (Clinton xv)   

Although Clinton notes her memoir “isn’t a comprehensive account of the 2016 race,” readers see many versions of the author throughout the book’s 500 pages that devote significant attention to the features that made the election depart from run of the mill partisan politicking (xv). The book fits well within the expectations of a failed presidential candidate’s tell-all with chapters devoted to thanking running mates, staffers, and voters; descriptions of policy proposals; a political origin story connected to family and faith; corrections of political press coverage; and a call for readers to engage within the institutions of public and community life. The text is also notable for the “Those Damn Emails” chapter addressing the pseudo scandal that dominated election coverage and the “Trolls, Bots, Fake News, and Real Russians” chapter on electoral interference. Throughout, HRC names regrets that include her endorsement of the 1994 Crime Bill (204), her “put coal miners out of work” quip (263), and the “political piñata” of her email server (322).1 Throughout, HRC relies on her established forms of credibility. In policy wonk mode, HRC names multiple advisors and cites from public opinion polls. HRC also makes multiple religious references to her Methodist background, the Bible, and conversations with pastors. The memoir also presents a different type of credibility, which HRC’s writes as “now I’m letting down my guard” (xviii) to ponder: “You’ve read my emails for heaven’s sake. What more do you need? What could I do to be ‘more real’? Dance on a table? Swear a blue streak? Break down sobbing? That’s not me. And if I had done any of those things, what would have happened? I’d have been ripped to pieces” (122, emphasis in  orig.). 

What Happened has several chapters that examine the person who has been a politician to resist the caricature constructed by media coverage, political rivals, and disinformation campaigns. HRC responds to the frequent criticism that she has been a career woman without significant family attachments as she makes frequent references to her husband Bill, daughter and grandchildren, and mother. Clinton provides additional context and regrets for some of her well-circulated quotations, such as the1992 “I suppose I could have stayed home and baked cookies and had teas, but what I decided to do was pursue my profession,” in this case writing, “I hadn’t tamed my tongue” (118). Clinton complicates readings of her life as an establishment partisan career politician focused on identity politics and neoliberal economics out of touch with citizens’ needs to reverse unaffordable health care, preventable gun deaths, and unequally resourced schools. It is likely this combination of well-timed political insider knowledge and nothing left to lose reflexive moments landed the book accolades, such as Time magazine’s book of the year and a spot on The New York Times bestseller list. Reviewers praised the book’s exploration of gender, such as the reviewer Jennifer Senior who calls it a “feminist manifesto” (n.p) and National Public Radio’s Danielle Kurtzleben who calls the book “the embattled cry of the hyper-competent woman who desperately wishes the world were a meritocracy” (n.p).   

“’Why do you want to be President? Why? But, really—why?’” (Clinton 40)  

Throughout her text, Clinton is self-effacing about her gender, while subsequently describing consciousness of the challenges women face in politics. Clinton places herself in association with men. In an especially interesting comparison, Clinton names her husband Bill Clinton’s rags to riches story of growing up in poverty and Barack Obama’s immigrant background (111-2), two experiences that work well within an American dream cultural narrative of upward mobility. After naming the backgrounds of the two former Democratic party presidents, Clinton then describes her own rise from the Midwestern middle class to become the first woman presidential candidate for a major political party (see 111-112). As others have pointed out, Clinton has situated her political rise in relationship to Bill Clinton and Obama throughout her career (see Kaufer and Parry-Giles), which connects to the traditional strategy women cultivating authority through associations with men. In this tradition, Clinton’s strategic choice mitigates the risks associated with deviating from the tradition equating political authority exclusively with men.  

While Clinton establishes her credibility through connections to former Presidents Clinton and Obama, she dismisses her own lived experiences. HRC writes, “Few people would say that my story was quite so dazzling” and “We yearn for that showstopping tale—that one-sentence pitch that captures something magical about America; that hooks you and won’t let go. Mine wasn’t it” (112). And yet this self-effacing gesture then allows Clinton to include her own political personal narrative. Through writing her memoir outside of the purpose to win an election, HRC establishes an opening to name the contextual reasoning informing her actions.  

 Early in What Happened, Clinton devotes a chapter, “Get Caught Trying,” to explain her decision to enter the 2016 presidential race, a decision connected to critiques the politician received during the campaign, as well as what Ritchie and Ronald consider perhaps the unifying feature of women’s rhetoric (xxiv-v). Clinton adopts a position of reluctance to write “probably the most compelling reason not to run—was being a grandmother” (47, emphasis in the original). However, she continues to describe how after receiving encouragement from other politicians, including her husband Bill Clinton and then-President Barack Obama, she decided:  

In short, I thought I’d be a damn good president. Still, I never stopped getting asked, ‘Why do you want to be President? Why? But, really—why?’ The implication was that there must be something else going on, some dark ambition and craving for power. Nobody psychoanalyzed Marco Rubio, Ted Cruz, or Bernie Sanders about why they ran. It was just accepted as normal. But for me, it was regarded as inevitable—people assumed I’d run no matter what—yet somehow abnormal, demanding a profound explanation. (40)  

While readers can interpret Clinton’s question regarding why she ran as one requiring an answer, in this context it can also function rhetorically, without a genuine and logical answer. Further, media and voter questioning of Clinton’s motivations reflects a deep tension between Clinton’s role as a family caregiver and politician. This tension extends to the historical requirement that women justify their right to speak or have political ambitions in ways that are not required for men, or the Democratic politicians Clinton names (see Ritchie and Ronald xxii). An impossible set of choices—campaigning but going against established political and gender norms in doing so—is one paradox Clinton continues to expand upon as she describes her decision not to foreground her gender in her campaign rhetoric.   

Clinton continues to position her political rise as the result of good timing rather than ambition. But Clinton does so in a way that momentarily breaks from the universal or culture-less assumptions María Lugones notes characterize exclusionary practices of “ethnocentric racist” feminists (43-4). Clinton provides readers with her origins as someone who grew up in a white middle class Park Ridge, IL community during a prominent point in history with changing norms enabling women to participate in a greater range of paid employment (113-114). Clinton writes:  

I never figured out how to tell this story right. Partly that’s because I’m not great at talking about myself. Also, I didn’t want people to see me as the ‘woman candidate,’ which I find limiting, but rather as the best candidate whose experience as a woman in a male-dominated culture made her sharper, tougher, and more competent. […] But the biggest reason I shied away from embracing this narrative is that storytelling requires a receptive audience, and I’ve never felt like the American electorate was receptive to this one. (113-114) 

As in other moments in What Happened, Clinton desires to claim her experiences as a woman as a valuable rhetorical resource. At the same time, she resists claiming such a perspective due to her perception that her audience was not ready to vote for a presidential candidate who openly addressed her gender as a strength, a feeling conformed by political research (Bauer; The Pew Research Center). In the context of the 2016 election, naming one’s experiences as a woman would likely create a liability. Yet, despite Clinton’s rational decision to carefully represent herself in an acceptable way to her audience, during her campaign some voters still dismissed her as untrustworthy, unlikable, and unworthy of a vote.  

Clinton adds an additional complication to gendered logic through comparing the criticism she received to criticism of Barack Obama in such a way that begins to illustrate a shift in vision María Lugones notes is necessary for white feminist allies. As Clinton describes her response to criticism of her reserved oratory  during her campaign, she observes:  

People say I’m guarded, and they have a point. I think before I speak. I don’t just blurt out whatever comes to mind. It’s a combination of my natural inclination, plus my training as a lawyer, plus decades in the public eye where every word I say is scrutinized. But why is this a bad thing? Don’t we want our Senators and Secretaries of State—and especially our Presidents—to speak thoughtfully, to respect the impact of our words? President Obama is just as controlled as I am, maybe even more so. […] This is generally and correctly taken as evidence of his intellectual heft and rigor. (122)  

In this reflection, Clinton considers the ways her speaking style is not a deviation from American presidential norms. She answers her own question pondering why leaders cannot be respected for their planned-out speaking style. Clinton continues to justify her style through describing her professional background as a lawyer and public figure, and she considers this style may even be highly valued among political leaders. In an especially interesting twist, Clinton makes a direct comparison to President Obama to note a reserved style is far from a liability for him, but an asset. In doing so, Clinton accurately acknowledges the many racist attacks he endured, such as false claims of his lack of citizenship (see p. 6-7, 366-7, 414-5). However, Clinton does not explicitly consider Obama’s race in the above quotation, although her descriptions may indicate her awareness of the ways gender norms are different than racial norms, where Barack Obama, a Black man, did not receive the same criticism as Clinton, a white woman. It is through this implicit description of the different, yet related, effects of sexism and racism that HRC positions herself as capable of adopting a position as an ally for intersectional feminist efforts.

“Well, what would you do?” (Clinton 136, emphasis in the original)  

Although for most of the book Clinton separates her personal and political lives, in her “Sisterhood” chapters she describes how Clinton the presidential nominee and Clinton the woman blend. In a pattern fitting the second wave mantra the personal is political, I find Clinton resists a separation among her roles as a politician and citizen through naming her embodied experiences in a male-dominated profession that directs readers to challenges more significant than glass ceilings and salary negotiations.  

Clinton describes the significance of her gender within her political life through her embodied experiences. Through doing so, she begins to establish an ethos able to direct reader attention to gender-based violence at the core of many feminist movements. Ritchie and Ronald note women cultivate authority through describing their gendered bodies (xxi; xxvi-ii)—such as Sojourner Truth’s identification with her audience’s awareness of her skin color and the physical impacts of slave labor that made her body challenge Antebellum assumptions of women’s fragility. This is not to suggest Clinton engages a similar repurposing of embodied gender and racial norms from her standpoint as a twenty-first  century white woman. However, I find Clinton establishes agency through resisting an easy understanding of language divorced from speaking bodies.   

In the “Sisterhood” chapter, Clinton describes brief moments she experienced to show the stakes of pervasive sexual harassment. One key illustration takes place during Clinton’s description of the second national presidential candidate debate. Trump stood behind Clinton as she spoke. In response to this physical form of intimidation, Clinton describes her embodied reaction. She writes, “He was literally breathing down my neck. My skin crawled” (136). This resulted in pondering two choices:

It was one of those moments where you wish you could hit Pause and ask everyone watching, ‘Well? What would you do?’ Do you stay calm, keep smiling, and carry on as if he weren’t repeatedly invading your space? Or do you turn, look him in the eye, and say loudly and clearly, ‘Back up, you creep, get away from me, I know you love to intimidate women but you can’t intimidate me, so back up.(136, emphasis in orig.)  

Clinton continues to explain why she chose the first option. “Maybe I have overlearned the lesson of staying calm—biting my tongue, digging my fingernails into a clenched fist, smiling while, determined to present a composed face to the world” (136-7). In these statements, Clinton refutes the critique that she didn’t react to Trump’s physical presence on stage. The rhetorical questions direct readers to consider the ways a calm reaction is not a natural one given the situation, and one Clinton herself considered resisting. In addition, Clinton names her embodied reaction to Trump’s breath. Clinton’s description of overlearning how to stay calm points out the ways her reaction is not natural in response to a physically threatening figure. Instead, Clinton’s statement highlights the intentionality around maintaining a calm exterior. Clinton’s descriptions of biting her tongue and digging her fingernails into her fist continue to show a schism between her calm facial appearance and her more expressive physical reactions. Her body tensed up, but she continued to present a composed face of rationality and politeness, one traditionally expected of politicians.  

The politician provides a further justification of her actions during the debate through connecting her embodied experiences to sexist and racist stereotypes. Clinton writes if she directly confronted Trump’s behavior, “he would have surely capitalized on it gleefully. A lot of people recoil from an angry woman, or even just a direct one” (137). Clinton’s decision to resist the public association of an angry woman to her observations of the public punishments faced by other high profile women including Coretta Scott King, Kamala Harris, and Arianna Huffington (137). Unlike earlier moments in Clinton’s text, here she establishes herself through associations with other women, a crucial shift in her identification. Through naming the connections among the negative public reception of women considered angry to white and Black women, Clinton implicitly directs reader attention to the ways Black women face additional barriers to their participation in politics. 

“[B]ut are we going to see any change? Are we going to see some action” (McSpadden qtd. in Clinton 180).  

While HRC seeks to enhance her public image as someone whose gender could be a political asset, by itself this does not challenge racism among women. I find a third form of HRC’s revised ethos illustrates the possibilities of a more complicated understanding of the politician as she writes of her association with the group the Mothers of the Movement, comprised of Sybrina Fulton (mother of Trayvon Martin), Gwen Carr (mother of Eric Garner) Lezley McSpadden (mother of Michael Brown), Lucia McBath (mother of Jordan Davis), and other primarily Black women who lost unarmed children to gun and police violence, many of whom spoke in support of Clinton during the 2016 Democratic National Convention. In this section, I find HRC positions herself within a more “leader-full” system (“Women’s March on Washington Guiding Vision and Definition of Principles”), one where Clinton’s election loss has a deeper significance than her career. Instead, the memoir can direct readers beyond the Clinton 2016 presidential campaign to the pressing needs to address the epidemic of gun violence as it intersects with violence against communities of color through a movement led by Black women.  

Throughout the chapter “Turning Mourning into a Movement,” HRC returns to the experiences of the activist group the Mothers of the Movement to illustrate the pressing needs for legislative reform to curb the United States’ high rates of gun violence that especially impact communities of color. Clinton opens the chapter with a description of the meeting she organized at a Chicago diner with some of the women who would later campaign for her at the Democratic National Convention as the Mothers of the Movement. Clinton mediates the experiences of the activists within her own bestselling memoir through quoting their words and using their experiences to illustrate the stakes of her failed gun reform policies. As the chapter continues, Clinton attempts to further situate herself for wide reader appeal through naming the support she won from police chiefs (177), her support for law abiding gun owners (187), and her recognition of the importance of guns within American culture (181). The Mothers activist group sought justice for their children, and in Fulton’s words, “We don’t want to be community activists, we don’t want to be the mothers of senseless gun violence, we don’t want to be in this position—we were forced into this position. None of us would have signed up for this” (qtd. Clinton 174). Clinton’s stakes were much more political than personal. Clinton describes the political power of the National Rifle Association lobbing campaigns as significant liabilities for Democratic politicians. However, these significantly different stakes reflect a key feature of feminist coalitions. As Bernice Johnson Reagon notes, matters of survival, life and death, are the most compelling reasons motivating women to find ways to work together across racial differences (357). In a similar way that a feminist ethos can reveal the rhetor’s context (Reynolds; Schmertz), the Mothers of the Movement’s engagement with the controversial white politician can direct readers toward the intersecting histories of US gun and racial violence. These textual moments can indicate the rhetorical and political failures directing HRC, and her readers, to coalitional movements, especially the Black women-led Mothers of the Movement.  

After Clinton describes the initial Chicago meeting, the politician positions her family within larger political structures. Clinton briefly names her racial subject position. She writes, “My daughter and grandchildren are white. They won’t know what it’s like to be watched with suspicion when they play in the park or enter a store” (176). This moment relies on a complex identification, one requiring Clinton share an identity as a parent and recognize the crucial racial differences among herself and her guests that significantly inform interactions in public spaces. Yet, perhaps more powerful than modeling her own racial subject position, Clinton directs readers to a more expansive form of accountability through implicating herself in the failure to implement gun and police reform legislation. Clinton notes the Mothers “had come to talk about what had happened to their kids and to see if I would do something about it—or if I was just another politician after their votes” (173). This self-recognition breaks from a white feminine position of assumed innocence or naivety about the reasons the Mothers would be inclined to distrust a white liberal politician. In the context of a political memoir from an unsuccessful presidential candidate, Clinton’s reflection takes on additional weight as a form of acknowledgment of the ongoing preventable tragedies she was unable to stop.  

This awareness becomes the starting place of a coalitional anti-racist feminist ethos as Clinton attributes a question she does not attempt to answer to Lezley McSpadden, a shift that demonstrates Clinton’s knowledge of the interconnections among Washington politics, the lives of the Mothers and other families, and her own failure to prevent future gun deaths. According to Clinton, McSpadden asked her, “Once again we’re around a table, we’re pouring our hearts out, we’re getting emotional, we tell you what we feel—but are we going to see any change? Are we going to see some action?” (180). While in majority of this chapter Clinton describes the recent history of gun policies and lobbies within national politics, Clinton provides no textual explanation to McSpadden’s call for accountability. Within the text, McSpadden’s question is visually set off by a double paragraph break functioning as an intentional pause for readers. While it may be possible to answer McSpadden with a yes or no, McSpadden’s question demands an answer in more than words and implicates Clinton as an unsuccessful presidential candidate. Through Clinton’s inclusion of this moment, there is the possibility of authority gained because of self-implicating failure with consequences beyond a single election.  

McSpadden’s questions emerge from her lived experiences as she forms an appeal directed to the influential white politician. McSpadden’s challenge to Clinton to produce meaningful change for parents who lost children to unprovoked violence shows a level of rhetorical complexity Clinton herself rarely employs in her text. In keeping with a coalition’s focus on action, McSpadden’s rhetorical questions aim for more than awareness of violence but form a call to accountability from lawmakers. By including McSpadden’s words, Clinton connects readers to the ways women of color may creatively appeal to potential allies through shared identities as a way to point out significant social differences, a move Clinton demonstrates is possible as her inclusion of McSpadden’s words in the best-selling memoir may reach audiences who may not read the activist’s work (see McSpadden; McSpadden and LeFlore), or see the Mothers’ media coverage.  

Clinton’s choice to include such a complex call for accountability forms the starting place of an ethos in vulnerability or failure. While earlier in What Happened, Clinton establishes her authority in association with former Presidents Bill Clinton and Barack Obama, here she establishes her authority in association with McSpadden. This brief, yet significant, moment illustrates a central finding from the social scientists Cole and Luna’s interviews with activists in the Global Feminisms Archive – that a crucial aspect of studying feminist coalitions centers on if or how identities should be forged through the alliance (75–76), which in this case required Clinton write of herself as someone who became committed to gun reform legislation due to devastating human consequences that disproportionately impact Black communities. Through this uncomfortable association with McSpadden’s unanswerable question of accountability, I suggest Clinton forms the starting place of a form of credibility calling for readers to cross racial divisions to end gun deaths.  

This credibility is perhaps most important to attend to due to what its inclusion suggests of the Mothers’ of the Movement. Clinton establishing her authority alongside Lezley McSpadden’s call for accountability can be read as appropriation or amplification. In either interpretation, the moment’s inclusion shows McSpadden trusted Clinton enough to meet with her, to speak rather than assume her words would  not be heard, and that the epidemic of gun violence and need for police reform were significant enough to risk engaging with the politician despite risks of denial, appropriation, or further harm. Clinton’s controversial reputation did not lead this group of Black women to disengage with her and may have required she alter her consciousness of state sanctioned harm and mass incarceration following the 1994 Crime Bill. Clinton’s inclusion of the Mothers of the Movement’s can provide a reminder of the necessity to risk allyship with those who show a willingness to listen to act on a hope that future tragedies can be prevented (see Taylor 189).

Conclusion 

Throughout What Happened, Clinton seeks to revise her controversial reputation in an attempt to offer readers avenues to influence politics following her 2016 election loss among the Electoral College. Clinton is a complex figure, which she acknowledges in the text through noting her regrets, frustrations, and many privileges due to her wealth and status. In the “Get Caught Trying” chapter, Clinton situates her presidential campaign as emerging after receiving encouragement from the previous two Democratic presidents. The “On Being a Woman in Politics” section may help readers recognize patterns of assumed distrust, and embodied vulnerability for women in US politics. In the “Turning Mourning into a Movement” chapter, Clinton describes the Mothers of the Movement group that endorsed her, and required she recognize shared family caregiving responsibilities with crucial racial differences. These humanizing features are worthwhile to direct readers to of the moment political tensions, and, from a feminist perspective, shifts in Cliton’s rhetoric that include some anti-racist consciousness.  

Other rhetoricians who engage What Happened may find it beneficial to focus on Clinton’s frequent use of rhetorical questions or calls for readers to participate in formal institutions and grassroots movements to shape civic life. Throughout the text, Clinton uses questions to ponder the causes and aftereffects of the Trump election, with questions such as: “But what more could we do?” (351) and “How can we build the trust that holds a democracy together?” (431). In one trend, Clinton points out the US’ geopolitical divisions to ask, “How many shrinking small towns and aging Rust Belt cities did I visit over the past two years where people felt abandoned, disrespected, invisible? How many young men and women in neglected urban neighborhoods told me they felt like strangers in their own land because of the color of their skin?” (431). Further examining the function of HRC’s rhetorical questions may contribute to knowledge of the books’ “uptake” and circulation (Mack and Alexander). A related project may track the strategic shifts among the ways Clinton writes of her enduring faith in the US federal government in ways that consider the intersection among political deliberative norms and the “unruly” presence of bodies at risk in physical places and online spaces (Alexander et al.). There are also potential projects that consider HRC’s What Happened in relationship to potential shifts in the rhetoric of other contemporary high-profile women’s rights advocates.  

The members of The Coalition of Feminist Scholars in the History of Rhetoric recognize the many contested definitions of feminism in theory and practice along with responsibilities to ensure rhetorical knowledge is not applied in situations that justify poverty, violence, or debunked conspiracies. This organization attends to the complexity of the contexts surrounding rhetorical situations that may involve acknowledging important moments of revision because of alliances formed across differences in race, social location, and political power. A careful negotiation among trust and skepticism is crucial to study feminist coalitions and their rhetoric. As we examine deeply uncomfortable rhetoric that initially appears as straightforward appropriation, we may more fully understand the central issues that have compelled individuals to trust each other, persuade those who appear immune to change, and hold onto trust in the benefits of solidarity. 

Acknowledgments 

Thank you to Shari Stenberg, Stacey Waite, and the two anonymous reviewers for their generative feedback. 

Works Cited 

Alexander, Jonathan, Susan C. Jarratt, and Nancy Welch, editors. Unruly Rhetorics: Protest, Persuasion, and Publics. U of Pittsburgh P, 2018. 

American Rhetoric: Hillary Rodham Clinton — United Nations 4th World Conference Speech (“Women’s Rights Are Human Rights”). Video Recording, 1995, https://www.americanrhetoric.com/speeches/hillaryclintonbeijingspeech.htm. 

Anderson, Karrin Vasby. “Hillary Rodham Clinton as ‘Madonna’: The Role of Metaphor and Oxymoron in Image Restoration.” Women’s Studies in Communication, vol. 25, no. 1, 2002, pp. 1–24.  

Bauer, Nichole M. The Qualifications Gap: Why Women Must Be Better than Men to Win Political Office. Cambridge UP, 2020. 

Bordo, Susan. The Destruction of Hillary Clinton. Melville House, 2017. 

Busch, Megan J. “Rhetorical Failures and Revisions in the Second-Wave: Emerging Intersectionality in the Ethe of Activist Zelda Nordlinger.” Peitho Journal, vol. 24, no. 24, 2021, https://cfshrc.org/article/rhetorical-failures-and-revisions-in-the-second-wave-emerging-intersectionality-in-the-ethe-of-activist-zelda-nordlinger-1/. 

Campbell, Karlyn Kohrs. “The Discursive Performance of Femininity: Hating Hillary.” Rhetoric & Public Affairs, vol. 1, no. 1, 1998, pp. 1–20. 

Chávez, Karma R. Queer Migration Politics: Activist Rhetoric and Coalitional Possibilities. U of Illinois P, 2013. 

Clinton, Hillary Rodham. What Happened. Trade Paperback Sept. 2018, Simon and Schuster, 2017. 

Cole, Elizabeth R., and Zakiya T. Luna. “Making Coalitions Work: Solidarity across Difference within US Feminism.” Feminist Studies, vol. 36, no. 1, 2010, pp. 71–98. 

Crenshaw, Kimberle. “Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color.” Stanford Law Review, vol. 43, 1991 1990, p. 1241. 

Gay, Roxane. “Why I Am A Bad Feminist: Author Roxane Gay on Being a Bad Feminist and How You Can Be One Too.” Buzzfeed.Com, https://www.buzzfeed.com/roxanegay/consider-me-already-knocked-off. Accessed 3 Feb. 2022. 

Genovese, Michael A., and Lori Cox Han. “Coalitions.” Encylopedia of American Government and Civics, 2nd ed., Credo Reference, 2017, https://search-credoreference-com.libproxy.unl.edu/content/entry/fofgac/coalition/0. 

Glenn, Cheryl. Rhetorical Feminism and This Thing Called Hope. Southern Illinois UP, 2018. 

hooks, bell. “Feminist Politics: Where We Stand.” Feminism Is for Everybody: Passionate Politics, Pluto Press, 2000, pp. 1–6. 

Howell, Tracee L. “Manifesto of a Mid-Life White Feminist, or, an Apologia for Embodied Feminism.” Peitho Journal, vol. 23, no. 4, 2021, https://cfshrc.org/article/manifesto-of-a-mid-life-white-feminist-or-an-apologia-for-embodied-feminism/. 

Johnson Reagon, Bernice. “Coalitional Politics: Turning the Century.” Home Girls: A Black Feminist Anthology, edited by Barbara Smith, Kitchen Table: Women of Color Press, 1983, pp. 356–68. 

Kaufer, David S., and Shawn J. Parry-Giles. “Hillary Clinton’s Presidential Campaign Memoirs: A Study in Contrasting Identities.” Quarterly Journal of Speech, vol. 103, no. 1–2, 2017, pp. 7–32.  

Kelm, Sara. What a Way to Make a Livin’: Women Constructing Ethos in Contemporary Professional Memoirs. 2021. Texas Christian University, PhD dissertaton. repository.tcu.edu, https://repository.tcu.edu/handle/116099117/47953. 

Kirsch, Gesa E., and Jacqueline J. Royster. “Feminist Rhetorical Practices: In Search of Excellence.” College Composition and Communication, vol. 61, no. 4, 2010, pp. 640–72. 

Kurtzleben, Danielle. “Who Is ‘What Happened’ For? Maybe Hillary Clinton Most Of All.” National Public Radio, 12 Sept. 2017. 

Lugones, Maria. “Hablando Cara a Cara/Speaking Face to Face: An Exploration of Ethnocentric Racism.” Pilgrimages/Peregrinajes: Theorizing Coalition Against Multiple Oppressions, Rowman & Littlefield, 2003, pp. 1–40. 

Mack, Ashley Noel. “Foreword: Intersectionality and the Colonizing Forces of Whiteness in Feminist Communication Studies.” De-Whitening Intersectionality: Race, Intercultural Communication, and Politics, edited by Shinsuke Eguchi et al., Lexington Books, 2020, pp. ix–xv. 

Mack, Katherine, and Jonathan Alexander. “The Ethics of Memoir: Ethos in Uptake.” Rhetoric Society Quarterly, vol. 49, no. 1, 2019, pp. 49–70.  

McSpadden, Lezley. “Opinion | Michael Brown’s Mom, on Alton Sterling and Philando Castile.” The New York Times, 7 July 2016. NYTimes.com, https://www.nytimes.com/2016/07/08/opinion/michael-browns-mom-on-alton-sterling-and-philando-castile.html. 

McSpadden, Lezley, and Layah Beth LeFlore. Tell the Truth and Shame the Devil: The Life, Legacy & Love of My Son Michael Brown. Regan Arts, 2020. 

Pough, Gwendolyn, and Stephanie Jones. “On Race, Feminism, and Rhetoric: An Introductory/Manifesto Flow…” Peitho: Journal of the Coalition of Feminist Scholars in the History of Rhetoric & Composition, vol. 23, no. 4, Summer 2021, https://cfshrc.org/article/on-race-feminism-and-rhetoric-an-introductory-manifesto-flow/. 

Reynolds, Nedra. “Ethos as Location: New Sites for Understanding Discursive Authority.” Rhetoric Review, vol. 11, no. 2, 1993, pp. 325–38.  

Ritchie, Joy, and Kate Ronald, editors. “Introduction: A Gathering of Rhetorics.” Available Means: An Anthology of Women’s Rhetoric(s), University of Pittsburgh Press, 2001, pp. xv–xxxi. 

Schmertz, Johanna. “Constructing Essences: Ethos and the Postmodern Subject of Feminism.” Rhetoric Review, vol. 18, no. 1, 1999, pp. 82–91.  

Senior, Jennifer. “Hillary Clinton Opens Up About ‘What Happened,’ With Candor, Defiance and Dark Humor.” The New York Times, 12 Sept. 2017. NYTimes.com, https://www.nytimes.com/2017/09/12/books/review-hillary-clinton-what-happened.html. 

Stenberg, Shari, and Charlotte Hogg. Persuasive Acts: Women’s Rhetorics in the Twenty-First Century. University of Pittsburgh Press, 2020. 

Taylor, Keeanga-Yamahtta. From #BlackLivesMatter to Black Liberation. Haymarket Books, 2016. 

The Pew Research Center. “An Examination of the 2016 Electorate, Based on Validated Voters.” Pew Research Center – U.S. Politics & Policy, 9 Aug. 2018, https://www.pewresearch.org/politics/2018/08/09/an-examination-of-the-2016-electorate-based-on-validated-voters/. 

Truth, Sojourner. “Sojourner Truth: ‘Ain’t I a Woman?’, December 1851.” Modern History Sourcebook, 2021, https://sourcebooks.fordham.edu/mod/sojtruth-woman.asp. 

“Women’s March on Washington Guiding Vision and Definition of Principles.” The Forum on Human Rights at The Carter Center, https://forum.cartercenter.org/media/womens-march-washington-guiding-vision-and-definition-principles. Accessed 3 Feb. 2022. 

 

 

Rereading Evelyn Cameron’s Photography and the “Exceptional Woman” Myth

A few years ago, our family trip for the summer involved a trek from New Jersey to Montana, in part to follow the “Montana Dinosaur Trail” from Billings 220 miles east through the towns of Miles City, Terry, and eventually Glendive, about a half hour from the border of North Dakota.1 The southeastern area of Montana becomes increasingly rural; towns such as Terry and Glendive have one main street running through the middle and populations hovering around 5,000 each. In each of these towns, we stopped at the local “prairie museum,” including the Range Riders Museum in Miles City and the Frontier Museum in Glendive. In addition, we stopped in Terry to visit the Prairie County Museum and the Evelyn Cameron Gallery. I knew nothing about Cameron other than a brief (and rather unexciting) blurb in the travel guide that suggested stopping in Terry: “Evelyn Cameron, a pioneer photographer, took spectacular pictures of Terry and the surrounding area during the late 19th and early 20th centuries. Some of her photos hang in the Evelyn Cameron gallery, next door to the museum” (Walker 315). We stopped for a tour.  

The Cameron Gallery was a surprise and a delight to me. First of all, as a devotee of the Progressive Era but knowing little about the settling of Montana during this period (most of my work has revolved around the East Coast, since that is where I live and work), her incredible photos revealed much about what early Montana looked liked in the years just after their 1889 statehood. Second, I had never heard of this woman, who was minor British nobility and yet an immigrant to the Wild West. She sent away for a custom split skirt (and was nearly arrested for wearing it) so that she could more safely and easily ride astride across the plains to explore, hunt, and shoot but also to photograph neighbors, workers on the railroad, and immigrants newly arriving in the area (Cameron 830). In addition to her skirt and copies of her photographs (the original glass plates have been sent to the University of Bozeman for preservation and digitization), many of her journals have also been copied and transcribed and are available for study. Overall, I was carried away by the story of Cameron herself, who was left to do the physical and financial work to maintain their ranch by herself as her husband, a self-proclaimed naturalist who was more interested in the local birds’ nests than ranching, became increasingly ill and eventually died. While Cameron initially took up photography with the idea of assisting her husband’s work in writing ornithological articles, eventually she used it to supplement the ranch’s income.   

In addition to the fact that her photos were stunning, I loved the romanticism of it—woman riding by herself across the sweeping plains to take photographs in order to increase her income! Rugged individualist! Story of exceptional woman doing exceptional things with great scenery for a backdrop! I was in. My Easterner’s gaze, colored by popular depictions of the settling of the West (and even texts like Henry Nash’s Virgin Land), would undergo significant revision as I learned more about Cameron and women’s early work on the prairie. Indeed, much of what I learned as an outsider, many others, particularly those local to the area, may already know.  

The more I learned about Cameron, the more intrigued I became. After marrying naturalist Ewen Cameron in 1889, the Camerons honeymooned in Montana.  A half-sister of Lord Battersea, it was most likely a surprise to her family when Evelyn and Ewen permanently decamped to homestead in Montana in 1893 (Lucey 17). Initially, they hoped to tame wild horses to export to England as polo ponies; Evelyn herself did most of the work of capturing and taming them, but 40% of the horses they caught and trained died on the way to England (most from pneumonia), and the trip was a financial disaster (Lucey 41). Instead, they (mostly she) turned to raising a small herd of cattle, as well as farming and more female-gendered work. Ewen spent an increasing amount of time observing wildlife and writing poorly paid articles on his naturalist findings. Rhonda Sedgwick Stearns notes that, much like the polo horse adventure, Evelyn’s initial work did not allow her to survive financially either: “She took in boarders, sold her garden vegetables to other ranchers, raised chickens, sold eggs, churned cream, and sold the butter. None of these met her financial needs” (7). While she continued to do all of those things (and many others), it was eventually her photography work that paid the greatest dividend, work that both required and allowed her to take on greater agency and more diverse roles in order to meet an increasing financial exigence.   

While I may never have heard of her, Evelyn Cameron was not a remote figure during her lifetime within her own community—Cameron’s photography became well known, although mostly to the locals in Eastern Montana.After her death in 1928, however, she seems to have faded into oblivion, and the circulation of her work ceased. In 1978, while researching women settlers in the area, historian Donna Lucey was shown Cameron’s collection of nearly 2,000 glass plate photos by beloved Cameron family friend Janet Williams, who had stored them in her basement (where they were miraculously still intact, given that they were highly flammable and stored with Cameron’s old guns and live ammunition) (Lucey x).  Cameron took shots of railroad workers, day laborers, and new settlers who had just moved to the area and wanted to send photographs of their new life back to home.  In addition, she took hundreds of photos of friends and neighbors, who, like Cameron, were often single women. Lucey was able to convince Williams to not only share the story but also to donate these valuable finds to the Montana Historical Society, where they are now housed.    

Lucey’s work was part of a larger movement, beginning in the 1970s, to develop a body of work regarding the contributions of women to Western settlement (see Jordan, Jeffrey, Stoeltje, and Myres, for example). Scholars such as Joan Jensen and Darlis Miller, as early as 1980, encouraged historians to take a multicultural approach to this work in their essay “The Gentle Tamers Revisited.”  Despite this move (and much continued work in the decades after), scholars like Susan Lee Johnson noted that an “overdetermined” relationship between “that which is Western and that which is male” continues to persist (497). In part, Johnson explains, while a “small mountain” of research has been produced about women in the West, it has largely remained unincorporated into mainstream history, instead relegated to separate chapters in the Western history books or separate conference panels: “Most mainstream scholars…leave the questions of gender to women’s historians, who are usually women historians” (497). Much in the same way that Victorian depictions of women keep the “angel in the house” alive at the expense of large bodies of working and working-class women, more popular depictions of women in the West continue to reinforce the notion, which I initially held as well, that they were rare and mythical creatures. This leaves scholars with the continual project of attempting to shift Western women’s history from an essentialist project, where women are layered on top of extant history, to a more radical one, that continues to enforce and reinforce the notion that women are indeed embedded in that history.   

The more I looked at Cameron’s images, read her diaries, and read primary and secondary sources about the homesteading movement in Montana, the more my own vision of Cameron in her surroundings began to shift as I grappled with my own sense of the “exceptionality” of women in the West that I had been trained on versus the reality of their lived experience. I realized the multiple ways in which both Cameron’s work as a photographer, as well as the images she produced, contribute to the more inclusive notions of gender and the settling of the American West that scholars have long called for. In particular, her photographs of life on the prairie in Montana between 1894 and 1928 do much to interrupt popular embedded concepts of gendered work by showing diverse work and life roles of women in “settling” and homesteading on the prairies.  

Framework 

 How do viewers “read” the work of a person such as Cameron, particularly if their gaze, like mine was initially, is focused on her as exceptional? Particularly, how do we read her photographs within a sense of the American West as a continually defined male space (what Brigit Georgi-Findlay terms the persistent “frontier myth” of “solitary, innocent (male) heroes” (5))? Cameron’s work can be read most usefully through a trio of lenses: to start with, Jason Barrett-Fox’s idea of cold kairos, followed by his concept of Medio-Materialist Historiography (MMH), and then Jacqueline Jones Royster and Gesa Kirsch’s theories of critical imagination and social circulation.   

Cold kairos serves as an overall frame (as well as an explanation of her lack of circulation) instead of a direct method for focused reading. Barrett-Fox defines cold kairos as “the material ability to mediate feminist critiques, acts of consciousness-raising, or stories of survival that could—or, in many cases, had no choice but to—lay dormant for huge spans of time…resting in the uncertain hope that a future audience might be willing and able to receive them” (Barrett-Fox 41).  Cameron’s lack of social circulation for many years (a concept that will be explored in greater detail later) meant that there were no “readings” of her materials for nearly half a century. In addition, cold kairos now allows for reading of Cameron’s work as what Barrett-Fox terms “survival-feminism”—agency that Cameron took on as a result of financial (and perhaps emotional) need (Barrett-Fox 31).   

Barrett-Fox’s concept of Medio-Materialist Historiography (MMH) and Royster and Kirsch’s concepts of critical imagination and social circulation, however, provide a more focused method for the majority of my readings of her work.  As part of an MMH reading, Barrett-Fox notes that several qualifications must exist, chief among them the original creator’s use of some form of “inscriptional technology” and their “facility with a particular medium,” (48) in this case defined through Cameron’s photographs. Next, “another facet of a likely candidate would be the quality with which she manipulated her chosen media and how those manipulations coincided with particular messages, critiques, or other, less overt demonstrations of (distributed) rhetorical force” (48). Importantly, in Barrett-Fox’s imagining of MMH, the material creator may not be intentionally creating feminist material, but instead is responding to the constructed circumstances (social, historical, economic) of their own lives (31).    

MMH and critical imagination/social circulation may seem like an odd mashup; however, they each have features that allow them to converse with one another. Cameron’s “demonstrations of (distributed) rhetorical force” are easily put into conversation with feminist rhetorical scholars of the American West as well as Royster and Kirsch’s Feminist Rhetorical Practices. In this case, Royster and Kirsch’s concepts of strategic contemplation and social circulation are essential to reading Cameron’s work as both repeating but also reframing the myths and archetypes of the American West.  Strategic contemplation asks readers/viewers to think critically and contemplatively about sources. This, as Royster and Kirsch note, works well “when the ecologies of person, time, and space stretch beyond anointed assumptions about the ways and means of rhetorical performance” (21). Cameron can thus be read in terms of her images’ rhetorical performance, one which moves beyond “anointed assumptions” about the West long before scholars attempted to record the roles of women from the area (21).    

Kirsch and Royster’s concept of social circulation, in turn, asks readers to make “connections among past, present, and future in the sense that overlapping social circles in which women travel, live, and work are carried on or modified from one generation to the next and can lead to changed rhetorical practices” (23).  Cameron’s images lend themselves to both of these.  Women’s work in the West was known by those women to be difficult, dirty, and non-gendered. It is, however, our reliance on the frameworks that came after these women that leads popular accounts to reflect largely gendered participation (“civilization” vs. “conquest”) of women in the settling of the West. This piece will examine the oft repeated gendered mythology of the American West and the role of women in the newly developing field of photography before turning an eye to Cameron’s photographs in order to understand the ways in which Cameron used “visual appropriation” (Fleckenstein) and the manipulation of expectations for her images to reinscribe our views of women in the West. Next, I will discuss the ways in which the depression of their social circulation (creating Barrett-Fox’s “cold kairos”) has contributed to this gendered mythology and the ways in which a rereading and closer contemplation can serve as a corrective.    

The American West as Masculine/Masculinized Space 

Perhaps nowhere in history is the “exceptional woman” myth more prevalent than in long established histories and popular depictions of the settling of the Pacific Northwest and territories such as Montana. From the adventures of Lewis and Clark (and the token woman on the voyage, Sacagawea) to Custer’s Last Stand and the Battle of Little Bighorn, the history of the “settling” of the Pacific Northwest and the ranching of cattle and roping of horses has been one that has involved images of men, conquest, colonial violence, and rugged individualism. Indeed, Cameron’s own role as a settler clearly participates in this colonialism while at the same time challenging its narrative as a masculinized pursuit.  

Johnson observes that “the construction of a masculine West was part and parcel of a larger late nineteenth-century ‘crisis of manliness’ in the United States…” rather than a reflection of reality (497). Henry Nash’s 1950 Virgin Land continues this masculinized archetype of the West, where men were mythic and heroic and worked to “subdue the continent” (Nash 37). Nash adds to the notion that the conquering of the West involved strong men, conquering their surroundings in order to “civilize” them (both “taming” the land but also enacting colonial violence by destroying the buffalo and the Native American cultures they found). Readings such as Nash’s, taken as lore, have hardened that version of Western settlement for readers and remain difficult to dislodge, even when audiences are continually presented with contrary evidence.  For example, despite their significant participation in activities such as hunting and exploration, Karen Jones notes in “Lady Wildcats and Wild Women” that many women involved in this Western history have continued to be written about as “reluctant pioneers and gentle tamers,” who were imagined to leave the hardest and most rugged work to their menfolk while they attempted to bring culture to their newly civilized surroundings (37-38). As a result of these frameworks, which have been repeated in history books and popular culture, stereotypes and embedded histories of the American West remain largely male and masculine. As Jordynn Jack points out in “Redefining Rhetorical Figures through Cognitive Ecologies,” tropes such as “The American West” are “ecological and embedded” ways of helping us to make meaning (2).   

How do we then build on a body of extant scholarship but also continue to chip away at these tropes, to recognize settler colonialism, but also to mainstream a more comprehensive and inclusive view of the West? To start, the unique history of British social class behaviors disrupts some embedded ways of thinking about women in the West. In many ways, the Camerons’ background as minor nobility actually prepared them well for parts of living in the American West. Like many of the peerage, they had to been raised to ride and to shoot. While in general the British hunted for sport and not for food, the Camerons both grew up as accomplished horse people and were avid hunters (Lucey 10). In addition, by the time that the Camerons arrived in Montana for their honeymoon in 1889 with an English cook and a hired guide (Lucey 9), many British landed gentry had treated trips to the West as yet another site for safari and exploration, bringing with them varying degrees of servants and supplies (Pagnamenta 18; 97). And Evelyn Cameron’s class and “good breeding,” combined with her ability to ride and shoot, “conferred a sense of superiority on the female adventurer that often made the crossing of gender boundaries less problematic” (Jones 41). In addition, Cameron’s upbringing meant that she spoke French, German, and Italian, all of which later helped her navigate her way professionally as immigrants from those countries arrived in the area (Stearns 7). 

Given the persistent paradigms of women in the West, it is still possible, especially for those of us who grew up with the more popular masculinized version of the West, to fall into the trap of creating a “female frontier” for them, imagining them doing exceptional and difficult but still gendered work, the confines of which they did not breach (Jones 38). In this version, their presence continues to be the exception rather than the rule. This is another embedded ecology that requires intervention. Sarah Carter, in Montana Women Homesteaders, notes that women in the West were “everywhere.” For example, in addition to women who arrived with their spouses, her research found that in Yellowstone County, Montana, between 1909 and 1934, 18% of land patents were issued solely to women, “who together claimed more than 150,000 acres” (24).6 Many came alone; others came to homestead with relatives or intended spouses, increasing their land holdings by filing singly but with other family members on adjoining plots, or with intended spouses prior to their marriages (Carter 32). They also had social room to behave in ways that violated social norms in other geographical areasAs Casey Ryan Kelly notes in “Women’s Rhetorical Agency in the American West: The New Penelope,women saw moments where “material structures are open to restructuration and reinterpretation” (227) and used those moments to act. However, publications such as Nash’s (which are still taught in graduate programs in History and American Literature) reinforced the idea of women conforming to social norms, except perhaps for a few rugged individualists who did not conform to either gender or social norms and can be relegated as “exceptional” (such as Sacagawea, Annie Oakley, or Calamity Jane). Popular culture has assisted in this limited view. For example, while the Ingalls family never lived as far west as Montana, embedded tropes have led otherwise unfamiliar readers/viewers to imagine early Western women as figures like those depicted by “Ma” Ingalls—solitary, often isolated women, doing “women’s work,” such as milking, making butter, making bread from starter, gardening, raising children, and bringing a moral and civilizing force to the wilderness. Such images create a picture of solitary women on solitary ranches doing solitary (and certainly gendered) work.   

This is not to say that women in the West did not perform such gendered work. Indeed, scholarship about women’s presence in the West shows the ways that many women both enacted versions of being a “taming force” while still breaking the confines of traditional behaviors.  As Andrea Radke notes in “Redefining Rural Spaces,” while many of these women were living in the harshest of conditions, they still sought to bring culture and refinement to their domestic spaces. Their adaptive behaviors included “access to material goods and literary culture, and the performance of civilizing manners and behavior that represented ‘proper’ Euro-American civilization” (227). Photos taken of women in clean dresses, hair done and jewelry on, or photos of families near a piano or pump organ, were often seen as evidence that the Wild West was not so wild, and that women’s presence there contributed to this domestication (227). While men are described throughout the popular literature as “taming” the West, women are charged with then “domesticating” and “civilizing” it. Many, of course, did both.  

This embedded thinking can be and often is exclusionary and creates a “part-whole” thinking that can allow us, in cases like Cameron’s, to continue to read her photographs as exceptions rather than commonplace because it better suits our popular cultural frameworks. Applegarth comments on the danger of exceptionalist discourse as having “limited the significance of women’s performances of professional competence by treating even widespread performances, across myriad public and professional spaces, as aberrations, exceptions to a norm of absence, invisibility, and unsuitability” (533). This leaves readers still at risk of reading Cameron’s images as exceptional, regardless of our training to do otherwise. Indeed, the few tropes typically presented and re-presented of women settling in the West (homesteaders’ wives, for example), are present in many of Cameron’s photos. But so too, are the multiple other roles that we may think of as exceptional instead of commonplace. Neighbors and dear friends to the Camerons, Janet and Mabel Williams, for example, arrived with their brother and parents in 1907, each staking a land claim in order to create large holdings for the family (Lucey x). The Buckley sisters, Mabel, May, and Myrtle, on the other hand, ran a ranch with their mother since their father was routinely away for “roundups and other ranch business” (Lucey 54). These working women, as Cameron’s images will show below, do not fit popular tropes but were common rather than exceptional, and exemplify the gender-inclusive frameworks of Western history presented since the late 1970s.  

Women’s work in the West can’t be imagined as a monolith either. The work of women in Montana did change, even in the years just after the Camerons arrived. While the Camerons settled after the landscape had been forcibly cleared of most native inhabitants, initially they were surrounded by other English-speaking immigrants (including other British) who had moved to the West. Most of them homesteaded and kept large gardens as well as horses or cattle. As time went on, though, the immigrants in the area included more Germans, Italians, Russians, and Irish. The way they made their living changed, and thus, women’s work also changed. Cameron herself was aware of the ways in which this change had manifested itself. Writing “The ‘Cowgirl’ in Montana” for the generally British audience of Country Life in 1914, Cameron defined the cowgirl not as a dairy maid, but as the “feminine counterpart of cowboys—riding in similar saddles, on similar horses, for the purpose of similar duties, which they do, in fact, efficiently perform” (829). These women, according to her, were “accomplished in the incidental work of branding cattle, breaking horses, and throwing the lasso” (830). As time went on and the work in the area changed, the immigrants changed to include “Russo-Germans” and they began what Cameron terms “dry-farming” (cultivating crops without irrigation) (831). Her characterization of the women in particular conveys a sense for the difficult work that these women took on as well as her respect for them.  

The female members of the Russo-Germans who have swarmed over the prairie like ants take outdoor work even more seriously than the cowgirls whom they replace. Russo-German girls in their teens successfully perform every kind of farm labour, and may be seen ploughing from daylight to dark, sacking and hauling grain, haymaking, or driving up the cows on their great draught colts, ridden bareback. (Cameron 831)

While the work in Montana changed as more people moved in to settle, the fact that women’s work was gender diverse did not.    

Women in Photography 

If women’s typical work in the West has created conflicting moments in depictions of the West (or moments to ignore altogether), I wondered about the place of women in professional photography during this same time period. Since, as Lucaites and Hariman observe, photographs “shape and mediate understanding of specific events and periods,” how is this transformed if women are involved (38)? While the women in Cameron’s photographs might or might not be doing traditionally gendered female work, photography itself was seen as an acceptable realm for women to either “dabble” in or even to make a living from. While Cameron used dry glass plate photography methods instead of film, Kodak’s photography marketing helped to usher in support for the female photographerTheir development in the 1880s of the “Kodak Girl” (similar to the Progressive Era Gibson Girl) also shows the melding of the independent woman and the angel of the house. Kodak’s “Kodak Girl” imagined “the modern woman was fun-loving and independent. She now felt free to go out and explore the world—and she was taking her Kodak camera with her!” (“The Kodak Girl”). As the angel of her house, she also became responsible for making sure that as “responsible mothers and wives, they would ensure that all key moments were duly captured” (“The Kodak Girl”). Where women could not afford cameras and their associated costs, those with the means used photographers like Cameron to record such moments. Indeed, many of the photographs that Cameron took were meant to document such family life and were sent home by new immigrants to show family back home their new environs (Lucey 163).

Photography was seen as more than a hobby, though. An 1897 article in Ladies Home Journal by Frances Benjamin Johnston details the acceptability of photography as a new profession for women. In “What a Woman Can Do with a Camera,” Johnston notes that under carefully planned circumstances such as understanding local supply and demand and advertising carefully, professional photography could be a lucrative profession for women. However, Nicole Hudgins’ research, primarily in England and Europe, reveals that while photography was often seen as acceptable for women, it was often in the context of unskilled work—women were more likely to work as “relatively low-paid helpers in the studio (as retouchers, mounters, and receptionists” rather than as camera and/or darkroom operators (163). In reality, Evelyn Cameron was not concerned about whether or not society felt her photography was an acceptable practice. Early on, she discovered that she was a talented photographer and that it was an efficient and effective way to supplement her income. She also developed and refined her business acumen as she continued, leaving local advertisements for her photography services at the Fallon and Terry post offices, including a poster with sample prints and a price list (Lucey 160; 157). Cameron used the post office as a “nerve center” to collect and leave messages regarding her photography services (Lucey 156). While an initial attempt to set up a photography studio in town folded after six weeks, her communication system using the post office seemed to work well. She then used her kitchen for a darkroom, processing photos at night, which eliminated the need for a studio and darkroom space separate from the house (Lucey 122).  

In the end, Johnston’s vision of the female photographer thus remains more conservative than what Cameron enacted. Johnston imagines a woman working in or even owning a studio with an accompanying darkroom. This would be a suitable locale, separate from her home sphere, for portraits taken with customers arranged in front of static backgrounds (Johnston). Carrying her photography supplies for miles while riding astride through the badlands, meeting transient workers at the railroad tracks, climbing out onto rock ledges and into canyons, and developing photos in her kitchen may not have been seen as the womanly work that Johnston imagined. Overall, though, the actual work of photography was deemed acceptable for women at this time. And photograph she did. While in many instances as we read history, we must critically imagine roles in ways that require us to extrapolate substantial information, Cameron’s photos instead provide proof for those moments.

Evelyn Cameron:  Photographer 

Cameron began her photography in 1894, when a lodger, a Mr. Adams, offered to teach her amateur photography. She did not initially choose the popular Kodak film cameras available at the time. While there is no record of her first camera model, she chose instead to work with dry-plate glass photography (Lucey 122). By 1895, she wrote to her mother-in-law “It is very fascinating work but it requires a lot of practice” (Lucey 122). She was able to quickly get that practice as friends and neighbors requested photos. After experimenting briefly with a Kodak film camera and finding the tone and clarity disappointing, Cameron ordered a No. 5 Kodet that could be used with either plates or film. Lucey describes it as a “moderately priced folding camera, fitted with a Bausch & Lomb shutter” (123). It was also a heavy camera to transport—9 pounds without the tripod or the extra glass plates (Lucey 131). Eventually, she switched to a 5×7 “Graflex with a German-made Goerz lens” (Lucey xi). While initially she sustained some losses as she experimented with her methods, Cameron was eventually able to use her photography money to substantially contribute to her income. An undated sign with sample photos advertised her services at 25c each, $1.75 per half dozen, and $3.00 for a dozen. By 1904 she was charging $5 for albums with two dozen pictures, which were often purchased as family keepsakes or to send back home (Lucey 160). While in 1899 she recorded a loss of $4.92 in her diaries (Lucey 156), within five years she was successfully photographing locals and local work, including photographing work on the railroad (primarily by Italians). She had also come to the notice of railroad executives who bought photos in order to advertise the local geography to potential homesteaders (Lucey 163). Lucey points out that as a photographer with facility in four languages, Cameron “was probably one of the few people who could always move freely from one immigrant group to another” (Lucey 164)

Cameron’s Photos and “Women’s Work”  

Cameron’s images can be divided into four major types—portraits, photobooks, naturalist photos (often used to illustrate her husband’s work), and depictions of everyday local life. Cameron certainly focused on many of the men in her world—ranchers, miners, and railroad crews. While her photos show many “typical” images of women inside (or outside) of their homes, upon closer examination, however, they do not simply reveal token women. Instead, working against the popular notion of “men taming the west,” Cameron’s photographs repeatedly show local women responding to, as Barrett-Fox notes, the social, historic, and economic needs in their lives through their work on the land (31).  Indeed, Cowgirl scholars identify ranch women of the early West as falling into the categories of “trailblazing figureheads [and] resourceful adapters” (Henneman 155).  Henneman’s “resourceful adapters” result in Barrett-Fox’s “survival feminists” (6). Cameron’s work to keep the ranch going and to attempt to turn a profit involved an impressive list of tasks:  she “chopped wood, dug coal, tended a huge garden, raised chickens, milked the cow, branded, dehorned, and castrated cattle, broke colts, skinned and butchered animals both wild and domestic, cooked, baked, and scrubbed pots, pans, clothes, floors, and walls with no hired help and little to no help from her husband” (Hager 4). To this, of course, she added professional photography. Like Cameron, most settler women did not typically involve themselves in non-traditional ranch work out of a sense that they were blazing the trail for future women. Instead, it was a pragmatic matter of financial survival for many of them.   

In addition, in a factor that would likely be a surprise to scholars such as Henry Nash, many of the women, including Cameron, truly enjoyed the work they did. One of the most often quoted passages from Cameron’s diaries in the secondary sources that I read was her description of such work. She wrote “Manual labour is about all I care about, and after all, is what will really make a strong woman. I like to break colts, brand calves, cut down trees, ride and work in a garden” (Lucey xii).  And yet, even sources that talk about how much fulfillment she got from doing such work include pushbacks against it. In “Under the Big Sky,” for example, after listing the above daily entry from Evelyn’s diary, the authors comment “Ranch life was not all drudgery” (68). Yet nowhere from Cameron’s descriptions do we think that she viewed it that way. Hard, valuable work, yes. Drudgery, no.  

Donna Lucey’s expectations of the difficult work that Cameron did were initially similar. She writes:  

The fact that Evelyn was female, British, and well born led me to expect that her diaries would be a chronicle of exasperation with the drudgery and boredom of the frontier, animated only by lofty contempt for the crude American frontiersman.  I found the opposite: a woman who was thrilled by the independence, the rigors, and the dangers of pioneer life. (xii)   

In reality, Lucey’s initial perception is born from conscribed expectations of turn of the century American women as well as from embedded tropes of the American West.   

As previously mentioned, it is worth noting that many of Cameron’s photos do show women in typical and gendered roles. They wanted to show their families that they were succeeding, not making social waves, in their new environments. Much like any current photographs, they also wanted to show the best side of their new lives rather than the difficult and dirty parts. As a result, many of her subjects dressed well and showed either their belongings or their houses in the photographs that Cameron took of them. The image of Fanny Wright below shows exactly what people outside of the area typically expected to know about women in the West. She is welldressed, and heavy textiles adorn the floor and the top of the piano. The fact that there is a piano shows that she is a woman of means and culture. She has pillows and curtains, and the walls are adorned with what the Montana library identifies as a painting of “Al Wright on horseback.” Lastly, she is reading a book, showing her as both literate and cultured. The image reflects Jones’ concept that many people considered women in the West as civilizing influences. The image of Wright conforms to this, and visually reassures viewers that women in the West were civilized and discerning—proper women, doing proper work.  

A seated woman holds a pillow and a book on her lap as she poses to the side of a piano

Figure 1: Fanny Wright reading in her living room, 1905.

Circling back to Jones’ notion that many women in the West were continually read as “reluctant pioneers and gentle tamers,”  many families wanted to show their relatives back home a grander, easier version of their lives than what their reality most likely involved (37). Figure 1 exemplifies one of the many photos that Cameron took for newcomers to preserve a record of their new lives.  

However, while many of Cameron’s images show traditional home and family images with women in traditional roles, an additional group of them show work that viewers like myself, raised on pop culture notions of the West, would typically think of and associate with Montana—the work of roping cattle and working with horses.  In Figure 2, Evelyn Cameron is on a horse and has captured a cow; Ewen Cameron is branding it. From my own perspective, this image didn’t unsettle my expectations of Western history too much at first glance. Viewers like me might critically imagine that this is a photo of a wife helping a husband with typical ranch work. And yet, a closer look reveals that while Evelyn Cameron appears to be wearing a skirt, she is instead sitting fully astride her horse and her skirt is “split”—it looks like a skirt, but is instead really more of a gaucho. As well, while she is wearing a white top, the sleeves are rolled up and her arms are bare and tanned. Lastly, she is wearing work boots. Mentally, however, viewers with associations like my initial ones might dismiss the gendered nature of this by claiming that Ewen Cameron is clearly doing the “harder” work of branding the cow. While this photo piques our interest and begins the potential process of contemplation, we might be able to dismiss it as a potentially unique situation, and not really “that” different. As the MMH framework helps us to read, the rhetorical implications of this sends a specific message that is not particularly disruptive of many embedded ecologies of women in the West

A woman wearing a split skirt sits astride a horse while a man brands a cow that she has roped

Figure 2: Ewen and Evelyn Cameron Branding Cow

A woman wearing a split skirt sits astride a horse while another woman brands a roped cow

Figure 3: Mabel and Janet Williams Branding Cow

Figure 3’s image of the Williams sisters, in much the same pose as Evelyn and Ewen Cameron, however, forced my own strategic contemplation of women in the West to expand past stereotype and required me to at least begin to reject popular embedded notions of roles of women in the West. Both women are active in this photo. Both are gendered in the sense that they appear to be wearing skirts, but the rider reveals that this is also a split skirt. The rider’s pose astride the horse is also “masculine” (like Cameron, the Williams found sidesaddle both inconvenient and dangerous for this type of ranch work). Both wear hats (to keep off the sun) and work boots. As well, one wears heavy work gloves. But the fact that both participants in this traditionally depicted male activity are female forced me to reimagine the roles of these women in Montana. While Cameron is simply intending to record her neighbors (and friends) at work, this manipulation of my thinking changed the message and its distributed rhetorical force  as I tried to imagine this as a space for many women, and not just for a few (Barrett-Fox 48). This can be a jarring experience for the viewer, though, and one that they might reject. As Risa Applegarth comments, “the embodied occupation of spaces where women haven’t been [or, as I would argue, we haven’t imagined them being,] draws startling attention to unspoken prohibitions against women’s bodies entering such spaces” (543, emphasis original). Or, if they do enter such spaces, viewers might try to make the reading safer for themselves and imagine that they do so in limited ways, as exceptional cases. Hariman and Lucaites follow this in visual rhetorical terms as the “individuated aggregate” “whereby the population as a whole is represented solely by specific individuals” (38). If viewers aren’t used to seeing other individuals representing what popular culture has led us to believe is the “correct” representation, the experience can be jolting. Rhetorically speaking, Janice Rushing draws on Lloyd Bitzer’s work as she prompts that this is an exigency to the myth of Western settlement, commenting, “Exigencies can be societal conditions or institutions that threaten one or more aspects of the myth” (17). In this case, the exigency does not change the myth, but requires viewers to work harder to try to create a rereading, or even a new version of the myth, or to somehow excuse the presence of these women. And yet, photo after photo from Cameron shows women doing this type of work, further contributing to Johnson’s “mountain of evidence” regarding women’s roles in the West while simultaneously contributing to a framework that locals likely already know.   

 That does not mean that society at large accepted these women’s place within the myth or read against the myth in any sustained way. For instance, word spread of the Buckley sisters, who were also frequent subjects of Cameron’s photographs.

Three women sit astride horses. There is a roped cow laying down in the middle of the three.

Figure 4: Buckley girls with roped cow

 

Figure 5: Mabel, May, and Myrtle Buckley Roping Horse

Figure 5: Mabel, May, and Myrtle Buckley Roping Horse

The work that the Buckley sisters completed was received as so unusual outside of their Montana community as to make them spectacle: “Carnival managers tried to hire the sisters, and they were invited to perform for Theodore Roosevelt, but they declined” (Lucey 54). While shows regarding the Wild West were popular at the time, the Buckley sisters considered their work part of their professional and personal lives, not a matter of show.  

We can contrast the work of the Buckley girls and their sense of themselves in Figures 4 and 5 with the photographic work of Frances Benjamin Johnston, who was mentioned earlier. Johnston wrote extensively about the feminine qualities that women could bring to photography, and in particular, portraiture. Johnston, in seeing certain roles for women in photography, worked within Victorian virtues and argued for a space for herself within them. However, Cameron’s photos read well beyond this. She is not attempting to live within Johnston’s confines, but rather to document what she realistically saw and lived every day. Barrett-Fox’s MMH readings allow us to think about the rhetorical work of Cameron’s photography as a mediation of her world. Cameron strategically uses her chosen medium in order to manipulate her message: the very existence of her photographs shows her willingness to take on agency for herself and reimagine her role while she presented outside viewers reimagined roles of the women who lived and worked around her (Barrett-Fox 48). Her disruptive message of the popular myth of American women in the West is that women could and did do the work of men on the Montana prairies. They expanded their own roles far beyond “civilizing forces,” (or beyond Royster and Kirsch’s “anointed assumptions”) and they not only were good at such work but also enjoyed it. Cold kairos allows us to say that these are feminist messages—women were participating in this world despite repeated attempts of scholars and historians (such as Nash) to write them out of it or of Wild West shows to write them in as spectacle. Viewing these photos through a mediated gaze allows viewers such as myself to move beyond the pop culture or even Nash’s reading of the West to create scholars’ desired multi-layered roles of women’s work in the West

The Erasure of Evelyn Cameron 

Laurie Gries notes that the concept of circulation can be seen “in terms of spatiotemporal flow as well as a cultural-rhetorical process” (3). In part, the notion of actual physical social circulation explains why nobody recognized Cameron’s work, much less her inclusion as part of the women in the Western narrative, for many years. Kristi Hager notes that after Cameron’s death, her photos were really only seen in private family albums (10). In addition, Hager also observes that the circulation that most famous photographers achieve, with gallery showings, publicity, and reprints, was never a part of Cameron’s career (10). And, in 1928, the time of Cameron’s death, Hager points out that “the general public was not yet nostalgic for the ‘good old days’ of dry land farming” and other facets of early Montana life, making her images of less interest at the time (Hager 10). All of these factors contributed to the lack of social circulation and the development of cold kairos surrounding Cameron’s work.   

In addition, Cameron’s photographs moved from being public and locally available for sale to private upon her death. Janet Williams, who inherited the Cameron’s ranch and all of the Cameron belongings, was particularly reluctant to share them. Donna Lucey, who initially put Cameron back into circulation in the late 1970s, only learned of Cameron by accident when she was researching the history of women pioneers. As Lucey recalls, “a curator at the Montana Historical Society in Helena mentioned that there was an old farm woman in the eastern part of the state who was hoarding a cache of glass-plate negatives made by a woman during the frontier days. The owner had deflected all efforts by the historical society to view

it” (Lucey ix). Eventually, Williams allowed Lucey to view the collection, and upon her death, it was donated to the Montana Historical Society. But by then, the photos had largely been out of circulation for approximately 50 years, waiting quietly for their kairotic moment.  

The social circulation of these photos also explains, in part, their silence after Cameron’s death. Social circulation asks us to think about “where our research originates, where it travels, and how it connects communities, generations, and different locations” (Royster and Kirsch 105). Indeed, during her own life, Cameron’s collection of photographs circulated in conscribed ways. While she initially had photographed homesteaders, most of whom had moved from the East Coast of the US, her work changed as immigration patterns changed; she began to photograph newcomers to the area, including Russian and German immigrants and Italian and sometimes Greek railroad workers (Lucey 163). But these photographs, while prized by the families, again did not circulate where they might have gained Cameron notoriety and fame as a photographer. Instead, many of the photographs stayed local in family photobooks. Some of the photographs circulated away from Montana—but primarily to go back “home,” and home was often Germany, Russia, Italy, etc. They do not seem to have circulated outside of the Western US in ways that would create a large enough ripple, leave a lasting impact, or intervene in larger audiences’ thinking about the settling of the West.  

It was only after Lucey’s discovery of the photographs in 1978 that Cameron’s work developed a more national circulation, and even that has taken some years to accomplish. Lucey’s books, as well as both popular and scholarly articles/books about Cameron, have helped to increase her circulation. The online collections of both The Montana Memory Project and the Evelyn Cameron gallery continue to increase this circulation, making access to some of her photos globally available. Lastly, the development of the Evelyn Cameron Gallery, opened to the public in 2005, has given Cameron a professional gallery space for exhibitions and sales of reprints. Digital technology has, of course, increased her circulation in ways that were not available to her in her lifetime. However, during her life, the rhetorical impact of Cameron’s photographs was limited not only by their locale but also in the more private, family-based ways in which they circulated (either in Montana or overseas).   

Conclusion 

Ann George, Elizabeth Weiser, and Janet Zepernick, writing about women between the World Wars, argue that “While a successful individual showed what one woman could do, multiple examples did not suggest what women in general could do, nor did they dislodge larger cultural beliefs about what women should do” (11, emphasis original). But the large groups of photographs indicating women’s work that Cameron provides also do not show what women must and did do, both in order to survive, and in order to simply do what needed to be done (and, perhaps, to safely do work that they enjoyed). In this sense, Cameron’s visual embodiment of 1900 Montana through her lens (literally), asks us to embrace the distributed rhetorical force of Cameron’s images and continue the work of feminist Western historians to emphasize the place for women’s bodies—as photographers, as ranchers, and as women doing independent work. If, as scholars like Johnson claim, we must continue to reinforce the idea of women in Montana at the turn of the century in order to disrupt popular conceptions that exclude them, we must read and reread them into the landscape. In order to continue the inclusive history of the West that scholars have been emphasizing since the late 1970s we must continue to reimagine our rhetorical interpretations of women’s presence. Particularly for outsiders raised on the popular culture myth of the masculine West, we must, instead of making them exceptional, reinforce that their active participation in the very historically male depiction of life on early homesteads and ranches was commonplace, and that they themselves rejected the notion that it was spectacle. In this case, however, the lack of social circulation of her images after Cameron’s death meant that her work was excluded from this project—it did not help to “normalize” the space so that other women could participate in the life of ranching, cattle work, and horse work, without continuing to be portrayed in popular depictions of the West as exceptional.    

Barrett-Fox’s concept of MMH is connected to ideas of women’s places and women’s work. Workplaces “provide women avenues to address and negotiate the ever-present production and negotiation of gender (among other kinds of power)” (13). Was the work of these women, and Cameron’s work in photographing them, exceptional? To my mind, of course. They did work that I could not imagine doing, in a landscape that was harsh and unforgiving. But to simply celebrate their individual exceptionalism is to ignore their story of community and the sharing of reenvisioned roles that is brought to life by Evelyn Cameron’s amazing photography.   

Works Cited 

Applegarth, Risa. “Personal Writing in Professional Spaces: Contesting Exceptionalism in Interwar Women’s Vocational Autobiographies.” College English, vol. 77, no. 6,  2015, pp. 530-52.   

Barrett-Fox, Jason. Untimely Women: Radically Recasting Feminist Rhetorical History. Ohio State UP, 2022.  

Buckley Girls Roping Cow. 1 January 1908 – 31 December 1908, –Montana Memory Project, Montana State Library, accessed 28 Jul. 2022, https://www.mtmemory.org/nodes/view/72810 

Cameron, Evelyn. “The Cowgirl in Montana.” Country Life, 6 June  1914, pp. 829-31. 

Carter, Sarah, editor. Montana Women Homesteaders: A Field of One’s Own FarCountry, 2009.   

Chavez, Will. “Images from the First-Known Native American Female Photographer.”  High Country News, https://www.hcn.org/issues/54.4/indigenous-affairs-photos-images-from-the-first-known-native-american-female-photographer. Accessed 23 April 2023. 

Ewen and Evelyn Cameron Branding Cow. 13 Oct. 1910,Montana Memory Project, Montana State Library, accessed 28 Jul. 2022, https://www.mtmemory.org/nodes/view/73117. 

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 Fleckenstein, Kristie. “Professional Proof: Arguing for Women Photographers at the Fin de Siècle.” Women at Work: Rhetorics of Gender and Labor, edited by David Gold and Jessica Enoch, U of Pittsburgh P, 2019, pp. 84-101.  

George, Ann, Elizabeth Weiser, and Janet Zepernick, editors. Women and Rhetoric Between the Wars. Southern Illinois UP, 2013.  

Georgi-Findlay, Brigitte. The Frontiers of Women’s Writing: Women’s Narratives and the Rhetoric of Western Expansion. U of Arizona P, 1996.  

Gries, Laurie. “Introduction: Circulation as an Emergent Threshold Concept.”  Circulation, Writing, and Rhetoric, edited by Laurie Gries and Collin Gifford Brooke, Utah State UP, 2018.   

Hager, Kristi. Evelyn Cameron: Montana’s Frontier Photographer. Farcountry Press, 2007.  

Hariman, Robert, and John Lewis Lucaites. The Public Image: Photography and Civic Spectatorship. U of Chicago P, 2016.  

Henneman, Jennifer. Her Reputation Precedes Her: Transatlantic Celebrity, Portraiture, and Visual Culture, 1865-1890. 2016. University of Washington, PhD dissertation. 

Hudgins, Nicole. The Gender of Photography. Bloomsbury Visual Arts, 2020.  

Jack, Jordan. “Redefining Rhetorical Figures through Cognitive Ecologies: Repetition and Description in the Canadian Wind Energy Debate.” Rhetoric Review, vol. 41, no. 1, 2022, pp. 1-16.   

Jeffrey, Julie Roy. Frontier Women: The Trans-Mississippi West, 1840-1880. Hill and Wang, 1979.  

Jensen, Joan M., and Darlis A. Miller. “The Gentle Tamers Revisited: New Approaches to the History of Women in the American West.” Pacific Historical Review, vol. 49,  1980, pp. 173-213.   

Jordan, Teresa. Cowgirls: Women of the American West. Bison Books, 1992.   

Johnson, Susan Lee. “‘A Memory Sweet to Soldiers’: the Significance of Gender in the History of the American West.” Western Historical Quarterly, vol. 24, no. 4, 1993, pp. 495-517.  

Johnston, Frances Benjamin. “What a Woman Can do with a Camera.” Ladies Home Journal, 1897.   

Jones, Karen. “Lady Wildcats and Wild Women: Hunting, Gender, and the Politics of Show(wo)manship in the Nineteenth Century American West.” Nineteenth-Century Contexts:  An Interdisciplinary Journal, vol. 34, no. 1, 2012, pp. 37-49.  

Kelly, Casey Ryan. “Women’s Rhetorical Agency in the American West: The New Penelope.” Women’s Studies in Communication, vol. 32, no. 2, 2009, pp. 203-31. 

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Lucey, Donna. Photographing Montana, 1894-1928: The Life and Work of Evelyn Cameron. Mountain Press, 2001.   

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Mabel, May, and Myrtle Buckley Roping Horse. 1 Jan. 1909 – 31 Dec. 1909, Montana Memory Project, Montana State Library, accessed 28 Jul. 2022, https://www.mtmemory.org/nodes/view/72916. 

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Nash, Henry. Virgin Land: The American West as Symbol and Myth. Harvard UP, 2007.  

Pagnamenta, Peter. Prairie Fever: British Aristocrats in the American West, 1930-1890. W. W. Norton and Company, 2012.   

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Twiggs, John, director. Evelyn Cameron: Pictures from a Worthy Life. Montana PBS, 2005.   

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The Quest for Meaningful Work: Enacting New True Woman Values via Epideictic Rhetoric

“. . . her development of strength need not detract from her womanliness or make her one degree less lovable. She will be less dependent but more companionable. Her work itself is becoming more and more adapted to her own tastes and her ability to perform it, and it is a duty imposed on all who have the power to advance her interests to unite by word and deed in clearing away all false ideas of the true woman’s position in the world” (Rayne 16). 

With the number of occupations for women increasing in the late nineteenth century, Martha Louise Rayne recognized a strong link between self-fulfillment and meaningful labor.  In What Can a Woman Do or Her Position in the Business and Literary World, Rayne, a nineteenth-century American journalist, invited readers to learn about rewarding occupations that offer more than a paycheck and mindless domestic toil. Rayne’s emphasis on independence and personal satisfaction evokes images of the New Woman, a nineteenth-century feminist ideal that contrasted with the True Woman.  

Barbara Welter clearly defines True Womanhood via traditional nineteenth-century ideals: “The attributes of True Womanhood, by which a woman judged herself and was judged by her husband, her neighbors, and society could be divided into four cardinal virtues—piety, purity, submissiveness and domesticity. . . Without them, no matter whether there was fame, achievement or wealth, all was ashes. With them she was promised happiness and power” (Welter 152). Whereas the New Woman starkly contrasts with the True Woman: “Tethered to the professional woman, the educated woman, the club woman, and the political woman, the figure of the New Woman represented virtues at odds with the cult of domesticity: secularism vs. piety, sexual freedom vs. purity, independence vs. domesticity” (Patterson 2). Based on New Woman’s ties to independence and public space, Martha Patterson identifies numerous types of New Women: “suffragist, prohibitionist, clubwoman, college girl, American girl, socialist, capitalist, anarchist, pickpocket, bicyclist, barren spinster, mannish woman, outdoor girl, birth-control advocate, modern girl, eugenicist, flapper, blues woman, lesbian, and vamp” (2). The New Woman examples imply a power to choose, speak, travel, and challenge authority.   

Considering the differences between the two ideals, Rayne avoided alienating her audience, specifically those aligned with True Womanhood’s values. She promised women readers the occupations within her work foster “strength” and “independence” while affording women the ability to maintain their “womanliness” and lovableness (16). Wedged between two contrasting ideologies when promoting rewarding occupations for women, Rayne appeals to a broad audience by reconceptualizing the working True Woman. She challenges the either/or dichotomy of the New Woman and True Woman by rhetorically melding the two ideologies forming what Nancy Myers refers to as the New True Woman. The New True Woman “blends and modifies social expectations about women’s respectability with the individual woman’s need and desire to engage in meaningful work” (Myers 43). The New True Woman labors for more than her family. She serves the public as well as strives to perform meaningful work. Laboring within a domesticated workspace, she solidifies her connection to domesticity while engaging in meaningful work to attain “financial independence” and “self-fulfillment” through her “resourcefulness” and “critical thinking” (Myers 43). 

To persuade readers to enact New True Woman’s values in their quest for an occupation, Rayne utilizes epideictic rhetoric to educate her readers in What Can a Woman Do or Her Position in the Business and Literary World. In this paper, I argue that Rayne blends True Woman and New Woman values to promote the working New True Woman. Through my analysis of Rayne’s work, I demonstrate that she utilizes the New True Woman’s values of resourcefulness, critical thinking, and self-fulfillment as a basis for educating or guiding readers’ conduct through praising and blaming.  

My analysis of Rayne’s work builds on the definition of epideictic rhetoric’s education function. Although many definitions of epideictic hinge on Aristotle’s notion of praising or blaming a person or thing, I focus on contemporary epideictic rhetoric centered on the “conduct and values within communities addressed or invoked” (Sheard 771). Grounded in its etymological definition of “showing forth, of display, of demonstration, of making known, of shining,” epideictic rhetoric shows forth “shared values of a community. These are the values the epideictic upholds, the foundation from which a rhetor can praise or blame” (Moe 436). In the context of education, Peter Wayne Moe observes that rhetors engage in “seeing what shared values in the community are troubling and then resisting them, rewriting them even, through praise and blame” (Moe 452). Utilizing Moe’s description of epideictic rhetoric’s education function as a framework for my analysis, I attend to the resistance of True Womanhood values in the first half and focus on Rayne’s use of epideictic rhetoric as a way to rewrite True Woman’s values in light of New True Woman’s values.  In the second half, I demonstrate the enactment as well as challenges to New True Woman’s values exhibited by the labor of nineteenth-century boardinghouse owners, Mary Ellen Pleasant’s and Julia Wolfe in domesticated workspaces.  

Resisting True Womanhood’s Troubling Values  

For Rayne, True Womanhood’s values imposed troubling restrictions on women as its emphasis on domesticity intertwined with the separate spheres ideology that refers to “the idea that men and women operated within separate spheres as a result of inherent physical and mental differences” (Amnéus 10). Regarding physical differences, women’s ability to give birth automatically linked them to the domestic spaces, meaning private homelike spaces for them to nurture others and perform domestic labor while men’s primary role as providers established their position within public spaces, places of commerce and competition. However, in connection to mental differences, Aileen Kraditor notes that the Industrial Revolution “broadened the distinctions between men’s and women’s occupations and certainly provoked new thinking about the significance and permanence of their respective ‘spheres’” (9). With many women lacking the education or skills needed to apply for new technologically advanced jobs and being tied to the domestic spaces due to childcare, men automatically became ideal candidates for jobs within public spaces as many moved from working alongside their wives on the family farm to working in factories. Thus, the divide between men’s and women’s labor widened, leaving women in the home as men pursued work in public spaces.   

While the Industrial Revolution’s role in separate spheres ideology makes it appear that all women remained nestled in domestic spaces, numerous lower and lower-middle class women worked in public spaces as unskilled factory workers, maids, cooks, and seamstresses. Lower-class women’s presence in public spaces prevented them from completely fulfilling the expectations and ideals associated with the domestic sphere tied to True Womanhood: “piety, purity, submissiveness and domesticity” (Welter 152). 

Discouraging many women from entering occupations outside of homemaker and limiting them to household drudgery’s monotonous work, True Woman’s long-standing values prove difficult to resist due to women’s social status and reputation tethered to domesticity. Gerda Lerner interpreted True Womanhood “as a vehicle by which middle-class women elevated their own status. ‘It is no accident,’ Lerner wrote in 1969, ‘that the slogan ‘woman’s place is in the home’ took on a certain aggressiveness and shrillness precisely at the time when increasing numbers of poorer women left their homes to become factory workers’” (qtd. in Kerber 12). True Womanhood’s values, entrenched in the separate spheres ideology, function as an ideal for white middle and upper-class women. 

In resistance to True Womanhood’s troubling values, Rayne recognizes the connection between True Womanhood’s values and women’s lack of financial independence, especially lower-class women, widows, and unmarried women. Rayne criticizes True Womanhood values’ punishing ties to social class as she declares, The day has gone by when a woman who enters any pursuit of industry loses caste (12). She precedes to define her audience as well as pinpoint specific groups of women suffering as they cling to domesticity to uphold their social standing: 

There are true womanly women, who may not have another opportunity of making themselves a home, for whom providence has furnished no mate—women who are denied marriage, or who prefer a life of single independence to taking up with one lame offer; or, it may be, they are already married, but have no taste or strength for domestic work, and prefer to bear the mutual burden in their own way. There are other women who have time from the duties and obligations of housework to earn a little pin money, and turn an honest penny, for their own profit. (Rayne 14)

Rayne identifies True Womanhood’s ties to domesticity and social class as a barrier that prevents married women from earning supplemental income, discourages impoverished single women from working, and forces those with a distaste for domestic labor to continue their household drudgery. In each scenario, women fear that they will lose their social standing and, as a result, they sacrifice their financial stability and contentment derived from engaging in meaningful labor.  

Laying blame on True Womanhood’s values, Rayne’s epideictic rhetoric “invokes shared values as a basis for promoting a vision of what could be” (Sheard 766). From impoverished single women to wealthy married women desiring extra spending money, each group values financial stability and self-fulfillment. Amidst Rayne’s disapproval of True Womanhood’s domesticity tied to caste, readers imagine what their lives could be like if they discarded the false belief that their social standing rested on whether they labored in a public or domesticated workspace.  

Prompting readers to dispel their false beliefs and imagine enriching their lives through meaningful labor, Rayne conveys epideictic rhetoric’s efficacy. Sheard infers, “Its [epideictic’s] efficacy depends today as it did in antiquity on kairos or ‘exigency’ in the broadest sense (not just ‘occasion’ of discourse, but what makes the occasion what it is—the critical convergence of time, place, and circumstance, including audience’s needs, desires, expectations, attitudes, resources, and so on)” (771). The dilemma of choosing between maintaining their social status and working plagued middle and lower-class women as separate spheres ideology and True Womanhood’s values flourished during the Industrial Revolution. However, for some, particularly single women, the only choice was to “work or starve” (Rayne 14). Considering the urgency to help women, What Can a Woman Do or Her Position in the Business and Literary World informs women of meaningful occupations and serves as a guide for their conduct in the workplace. Rayne’s work fulfills their needs and educates them on the values that lead to fulfilling work while avoiding missteps.  

However, Rayne’s epideictic rhetoric utilizes working women’s missteps to guide readers’ conduct. Rayne observes,  

The number of incompetent women who attempt to conduct a business they know absolutely nothing about, is almost incredible, and they work harder, to make ignominious failures, than the educated woman does to succeed. But in one sense they are themselves educators; they are many of them pioneers in the work they have chosen, and their mistakes serve as warnings to other women who, armed with their energy, added to a practical knowledge of business in its many details, will accomplish all that they failed to do. (15) 

Pioneers’ successes and failures help advance Rayne’s New True Woman’s values through praise and blame. Although Rayne never references specific pioneers, their performances in workspaces help reify New True Woman’s values. The next section dedicated to resourcefulness and critical thinking showcase pioneers’ behavior. Rayne references the working women’s behavior to rewrite community values through praise and blame as she promotes New True Woman’s values of resourcefulness, critical thinking, and self-fulfillment that potentially lead to financial independence and contentment.  

Rewriting True Womanhood’s Values to Promote New True Woman’s Values 

In the sections dedicated to New True Woman’s resourcefulness, critical thinking, and self-fulfillment, I demonstrate Rayne’s use of epideictic rhetoric to educate readers through praise and blame as well as persuade them to enact New True Woman’s values.  

Self-Fulfillment in Domesticated Workspaces 

With numerous chapters dedicated to discussing domesticated workspaces, Rayne praises domesticity in advising women to pursue occupations such as boardinghouse keeper, beekeeper, engraver, and cook where their business is an extension of their home and labor benefits the public as they pursue their interests. Similarly, the book’s illustrations reinforce domesticity amidst advocating for diverse occupations to promote women’s financial independence. For instance, a squirrel, tree branches heavy with leaves, and a farmhouse surround the table of contents. Its domestic imagery praises domesticity while the chapter titles showcase numerous occupations that persuade readers to create their own domesticated workspaces.  

However, within the chapters, Rayne resists the notion of conflating women’s labor for her family with laboring for the public in a professional capacity. In a chapter dedicated to keeping boarders, Rayne praises separating work from family life: “In the best boarding house the landlady is never seen, except when business requires her. She has her own room, which is also her office, and boarders go there to see her, engage board, pay bills, or make complaints” (270). The boardinghouse keeper ideally functions in a professional capacity and interacts with boarders in the professional space of the office instead of the domestic spaces in the home.  

  Similarly, Rayne praises dressmakers who separate their business from the domesticated parts of the home: “And, above all, let her keep her domestic troubles and the wrangles of her workroom out of sight, and as separate from her business life, as she would the bread and butter of the nursery from her customers’ silks and satins” (218). Such advice emphasizes the importance of the physical separation between the home and business through the illustration of keeping a nursery’s physical objects away from work-related materials. Separation yields a sense of fulfillment in labor performed in a professional capacity for those outside of the family.  

Critical Thinking and Resourcefulness  

In the chapter “Dressmakers and Dressmaking,” Rayne blames dressmakers for their failure to utilize critical thinking to advise customers.  

I presume there are three dressmakers out of every twenty-five who present the appearance and manners of ladies to their customers. The dressmaker we most frequently meet with, even in the highest grades of the profession, is a dilapidated looking woman, dressed haphazardly in a cheap, ill-fitting costume, who has nothing in her own appearance to suggest a single idea of what her work is. Instead of being interested in her customers’ wants, she begins a doleful story of how one girl is sick and another has left her in the middle of the season, without giving warning, or relate her own domestic troubles, or the remissness of some of her customers. When she finally gives her attention she brings in an armful of French fashion papers, and asks the customer to select something, instead of selecting and suggesting the styles herself, and the lady, who wants her new dress stylishly and fashionably made, goes away with no idea of what it is to be, and with no confidence that the dressmaker knows any more about it than she does. (217-218)

Although the poorly attired dressmaker complains about the struggles in her personal and professional life, when she turns her attention to customers, she takes on the role of a servant as she presents the customers with the French fashion papers and waits for their selection. The dressmaker fails to place herself in the position of a fashion expert. Instead, she views the customer, who is more than likely a middle or upper-class woman, as an expert in matters of fashion. They possess the ability to pay for her services, so they have the power to choose a dress according to their personal taste without any interference from a working-class dressmaker. Instead of being a fashion expert, the sewing professional transforms into a present yet invisible servant as she takes measurements, makes alterations or garments to satisfy her clients, and toils endless hours. 

Rayne’s critiques highlight epideictic’s rhetorical potential to initiate change. Sheard extrapolates, “Often enough, negative images of what is or could be provide powerful incentives for change” (770). Such negative images illuminate dressmakers’ lack of critical thinking in terms of analyzing their own clothing’s messages or failure to think critically by sharing their expertise with customers. The negative images censure the dressmakers’ conduct in showing readers what not to do.  

To reinforce critical thinking’s value and provide an incentive to change, Rayne praises dressmakers’ artistic qualities aligned with critical thinking:  

She must have the artist’s eye to judge the effects of color, the sculptor’s faculty for form, that she may soften the outlines, turn the figure to the best advantage, and arrange the drapery in harmonious folds. She must know history in order to take from different epochs particular details suitable to various styles of beauty, and to be sure of making no mistake in the matter of accessories; and she must be a poet, to give grace and expression and character to the costumes. (217) 

Drawing on the skills of artists, sculptors, historians, and poets, the dressmaker uses critical thinking, imagination, and skill to create dresses designed to fit the unique curves of each woman while offering her customers dresses that are in tune with current fashion trends. Dressmakers break out of their servant roles as they engage in self-making as well as making others through their fashion advice and garments. Bodies wearing their garments serve as a reflection of the creator, a woman with the power to shape reputations and combat or promote oppressive fashion trends. 

Other works, similar to Rayne’s What Can a Woman Do or Her Position in the Business and Literary World echo the New True Woman’s emphasis on critical thinking. Frances Willard, Helen Winslow, and Sallie White’s Occupations for Women: A Book of Practical Suggestion for the Material Advancement, the Mental and Physical Development, and the Moral and Spiritual Uplift of Women touted critical thinking’s important role in women’s sewing professions when describing an unnamed milliner’s creative process: “When a customer orders a bonnet or a hat I make a mental picture of it; photograph it, as it were, on my brain, dwelling intently upon it until its image is so indelibly stamped on my memory that I cannot forget it, and can exactly reproduce it” (392). The milliner relies on her mind’s eye to hold the image as she works to recreate the hat or bonnet. However, her work goes beyond imitation or reproduction. Her original designs stem from a creative process as well. When asked where she obtains her designs, the milliner provided this response: “Literally everywhere. I go to the theatre as much to see the women’s headgear as to watch the play. In architecture, in groupings of statuary or single chiseled figures, in pictures, on placards, and posters, in the way fences are built, in everything my eyes fall upon . . .” (393). The mental work required for design and creation overlaps with subjects commonly taught in universities, for she obtains her designs from art, theatre, and architecture. Lines, shapes, colors, and textures of everyday objects serve as fuel for her imagination and creation. Her everyday outings become research for potential projects. 

Also, sewing professionals, particularly those who owned and operated their own businesses, employed their mental faculties to make important business decisions. With more women entering sewing businesses and cities growing, business owners “had to remain cognizant of the changing shopping patterns and economic geography. They had to consider the best and most lucrative location for a business given what one could afford to pay in rent” (Yohn 412). Based on past and current experiences, women proprietors predicted areas of future growth and decline. They used their mathematical skills to determine their weekly and yearly budgets in order to see whether it is worthwhile to move to a new location. Also, to ensure their success, they developed communication skills to reach out to those who could help them accomplish their goals: “They also had to maintain personal and social collaborations and relationships with family, friends, and neighbors that resulted in labor and or financial support. And they had to forge the business alliances that ensured them access to products that would continue to attract loyal clientele” (Yohn 412). Proprietors’ access to labor and material goods depended on their continued contact with community members. As they came in contact with suppliers, they engaged in negotiations for the best prices. Their livelihood rested on critical thinking that helped them problem solve in an unstable marketplace filled with competition.  

Rayne’s praise for the New True Woman’s critical thinking, backed by readers’ exposure to similar texts, persuades readers to challenge the devaluation of the cerebral in women’s physical labor. Occupations such as dressmaking permit women to physically labor, a type of labor considered as inferior to jobs requiring mental labor. In The Mind at Work: Valuing the Intelligence of the American Worker, Mike Rose acknowledges the misconceptions attached to physical labor: “It is as though in our cultural iconography we are given the muscled arm, sleeve rolled tight against biceps, but no thought bright behind the eye, no image that links hand and brain” (xv). Although nineteenth-century women workers do not come to mind in Rose’s picture of muscled arms, women’s confinement to a domesticated space coupled with their confinement to physical tasks illustrates their devalued positions and intelligence. As Rose points out, sadly few connect physical labor to the idea of “competence,” for competence involves a mastery of “special terminology,” “movements of the body,” and “knowledge of tools and devices” (xviii). Women’s confinement to domesticated workspaces and physical labor reinforced social understandings of women’s work as nonessential and inconsequential. Thus, Rayne praises critical thinking in an attempt to reconceptualize labor in domesticated workspaces. 

Enacting New True Woman’s Values 

To showcase working women enacting New True Woman’s values, I highlight two examples below: Mary Ellen Pleasant (1814-1904) and Julia Wolfe (1860-1945). Although I cannot attest that Rayne’s book published in 1893 influenced Pleasant and Wolfe, their work exhibits New True Woman values as well as highlights financial independence derived from those values.   

I selected Pleasant and Wolfe to demonstrate that New True Woman’s values are shared amongst diverse groups. Pleasant and Wolfe’s differing characteristics such as African American/Caucasian and urban/rural highlight New True Woman’s widespread appeal and attest to epideictic rhetoric’s power to rewrite or revise True Womanhood’s values.  

Mary Ellen Pleasant 

Mary Ellen Pleasant, an African-American boardinghouse owner, uses the home as a site for education and intellectual activity. Pleasant, also known as “Mammy Pleasant,” works as a domestic servant for Milton S. Latham, a senator, prior to owning her first boardinghouse. Acquiring a boardinghouse after leaving her domestic servant position, Pleasant embraces her ties to domesticity as she continues her physical household labor.  

However, she transforms her domestic servant identity tied to True Womanhood by developing a professional ethos through a “cerebral representation of herself” (Berthold 112). Pleasant utilizes the boardinghouse as a launching pad for acquiring property and wealth. Being well acquainted with Senator Latham and other government officials through her work in Latham’s household, she soon attracts the wealthy and powerful to her boardinghouse’s central location in San Francisco in 1869: “Her property was strategically placed—near City Hall, the opera, and the largest gambling house—to attract the city’s political and financial elite . . . Pleasant’s forays to the markets, banks, shops, and courts could be easily observed from the city center, as could the galas and meetings that took place at 920 Washington” (Hudson 56).  

When hosting elite clientele, Pleasant’s boardinghouse becomes a site for audience analysis and all physical objects within the boardinghouse become texts open for interpretation.  Subversively, Pleasant acquires information about her clientele as well as valuable investment information: “These men frequented her boardinghouses and revealed information—financial and social—that Pleasant used to increase her own wealth and status. Pleasant’s use of seemingly private space to further her enterprise may have played on the assumptions that white men had about African Americans and ‘help’ in general: that domestics would not understand financial affairs” (Hudson 59). However, while attending to her domestic duties in the boardinghouse, Pleasant attentively listens and applies the financial tips to her life, for “she invested in gold, silver, and quicksilver (mercury) mines” (Hudson 59). The profits from investments that Pleasant acquired allow her to purchase other boardinghouses and further transform her San Francisco boardinghouse into an elaborate establishment.  

By embracing the role of a domestic and motherlike figure in her interactions with patrons in her boardinghouse, Pleasant soon learns “the needs of the most successful investors of the day: the Bonanza Kings and their compatriots, who demanded elegant establishments in which to conduct their business” (Hudson 59). Through listening to their conversations, she understands the need for “extravagant fare, including not only food, but also linens, laundry service, and china” (Hudson 57-58). Extravagant furnishings and food ensure that her boardinghouse matches the furnishings of an upper-class home, surroundings quite familiar to her wealthy clients.  

Through her commitment to domesticity within the boardinghouse and her resourcefulness, she acquires wealth to improve her own social standing as a financially independent woman as well as engage in the self-fulfilling work of improving the social standing of other African Americans. During the Reconstruction Period, racism prevented many Black Americans from obtaining employment, so Pleasant hired an “extensive staff of black workers” (Hudson 58). Likewise, Pleasant invests her money and efforts when she “challenged the streetcar companies” in court who discriminated against African Americans (Hudson 55). Pleasant’s work as a domestic servant, boardinghouse proprietor, and social justice advocate foregrounds her intellectual labor and underscores her identity as a financially independent New True Woman engaging in meaningful work.  

Julia Wolfe 

Like Pleasant, employing the home as a site for intellectual labor, Julia Wolfe, owner of the Old Kentucky Home boardinghouse in Asheville, North Carolina and Thomas Wolfe’s mother, used her boardinghouse as a means of financial independence and self-fulfillment. Engaging her body and mind, Wolfe utilizes her role as boardinghouse keeper to make time for intellectual pursuits.  

Through critical thinking and resourcefulness, Wolfe constructs an “ethical autonomy” through her ties to boardinghouse’s domestic space while employing her boardinghouse as a means of unofficially separating from her husband and reducing her childcare responsibilities to develop as professional (Myers 43). Kraft describes the family’s separate living arrangements: “When Julia moved into the house she named ‘Old Kentucky Home’ the family split, since W.O. was unwilling to leave Woodfin Street. Julia took Tom while her second daughter, Mabel, stayed with her father. The other children ‘were left floating in limbo,’ picking up one meal at the boarding house and another at Woodfin Street, sleeping wherever they happened to be at bedtime” (65). The boardinghouse enables Wolfe to free herself as much as possible from her husband W.O. who was known for “his occasional drunken violence” (Kraft 67).  While Wolfe does not shun motherhood, motherhood does not consume her identity. Her identity as a businesswoman emerges as the children roam back and forth between the Old Kentucky Home and their father’s house on Woodfin Street, somewhat freeing Wolfe to focus on her business.     

The boardinghouse business provides fuel for her to engage in intellectual labor in terms of land prospecting, a skill she learned from her father. Through her profits as a successful boardinghouse owner, Wolfe continues to invest in land. Wolfe states, “I had foresight about what Miami Beach was going to be, and I bought property after property” (Norwood 188). On another occasion, she discloses her success in increasing her profits: “I picked up a property and paid $10,000 for it. I sold that in forty-five days for $16,000. It was gambling, and I turned it in too soon. Everything I touched, someone else wanted it in less than no time” (Norwood 189). When investing in properties, she does not rely on W.O. or her sons for advice nor does she rely on them for property development. Remaining in a domestic setting, Wolfe uses the boardinghouse as a site to educate herself about building as well as negotiating with contractors. With the boardinghouse serving as a site for money management education, she skillfully exhibits her thriftiness in her negotiations with carpenters:  

Well, I built a house on that lot. I planned it and ordered every piece of lumber that went into it. The carpenters said, “She is the stingiest girl—she has measured everything to the square inch and doesn’t allow any waste.” I said, “I don’t mean to have any waste.” I was twenty-one or two then. I hired the carpenters by the day. You know how a house used to be built. I wanted a steep roof, and I built it with the idea that I would take the roof off and raise the house another story later on. I made a broad hall down the front. When I ordered the sheathing that’s put on the rafters they said, “Even to the sheathing she’s calculated to the square foot,” and I said, “I don’t expect you to waste any.” They said, “Suppose a piece splits?” “Send it back and get a good one,” I said. When the logs were cut there would be a point, and they squared the lumber and there was a little scrap at the end. That wasn’t counted in your bill. It was measured from where it measured square. They said, “Maybe we’ll have a wheelbarrow full of scraps.” I said, “I’ll throw it over the fence for Mother to burn in the stove.” Nothing was wasted . . . (Norwood 9-10). 

She hires workers, oversees the carpenters, calculates the lumber needed, repurposes excess or scrap lumber, and speculates that a steep roof would allow her to add to the house in the future. Wolfe’s knowledge, thrift, and negotiating power set her apart from women of the nineteenth and early twentieth centuries due to her ability to utilize the domestic space of her boardinghouse as a moneymaking operation to fund other projects. Learning from her previous projects and negotiations, she continues to educate herself about property investment and development. 

Challenges to Enacting New True Woman’s Values 

Although Pleasant and Wolfe enacted New True Woman’s values and reaped the benefits of financial independence and self-fulfillment, it is worthwhile to note the challenges Pleasant and Wolfe encountered when presenting New True Woman’s values. Despite Pleasant’s and Wolfe’s resourcefulness and critical thinking that led to their financial independence, they faced what Joanna Russ terms “denial of agency” (20). Russ explains denial of agency by providing an example from her personal experience. She recalls an exchange with a male colleague who comments on her position as a writer and musician: “. . . I was told at a writer’s party by a male colleague that I was a wonderful writer who ‘did not write like a woman’ and that—pianistically speaking—I had a man’s ‘reach’” (23). Her colleague denies Russ agency as a woman writer. His comments signify only a man could write or play well. According to her colleague, the skill and intellect needed for such endeavors correspond with men’s abilities.  

Applying Russ’s denial of agency to an undercutting of New True Woman’s values, I now turn to Pleasant to further illustrate the denial of agency. Some scholars maintain their doubts about categorizing Pleasant as an entrepreneur as they question how Pleasant acquired a boardinghouse soon after leaving her domestic servant position. Assuming her previous employer is behind her success as opposed to her resourcefulness, some scholars pose the following questions: “‘Could it be that some Latham money financed her or was he just unusually generous with wages?’ asks author Lloyd Conrich. Or, he wondered, did Pleasant blackmail Latham?’ Perhaps Pleasant did blackmail Latham with secrets she learned in his home. It is just as likely, however, that Pleasant saved her earnings and chose to move into her own home” (Hudson 56). Scholars’ questions imply Latham is behind Pleasant’s success. Additionally, the fact that scholars question how Pleasant obtains the funds to become a boardinghouse owner suggests the underlying expectation that she would continue her ties to domesticity. To ensure her connection to domesticity, her contemporaries call her “Mammy Pleasant.”   

Similarly, few, including Wolfe’s family, approve of her financial independence. Kraft astutely observes, “Feeling a long pent-up need to make money, partly because of her lean childhood in the Reconstruction South, partly because her husband was an alcoholic and, as a provider, more lavish than reliable, she set her sights on the boardinghouse at 48 Spruce Street” (65).  Financial constraints of the time period and her husband’s failure to provide for the family force Wolfe to rely on the real estate skills her land prospecting father taught her. Deviating from women of the time period, Wolfe invests herself into a role that will support the family, even though the role as a businesswoman does not satisfy her family’s and society’s expectations aligned with True Womanhood. In fact, some people paint Wolfe as a masculine figure. As Norwood visits the Old Kentucky Home to learn more about Thomas Wolfe, he describes his conversation with Wolfe: “She drew a step closer and thrust her index finger in the masculine gesture familiar to all who have met Eliza Gant in Thomas Wolfe’s first two novels” (3). A simple description of a masculine gesture hints at Norwood’s as well as Thomas Wolfe’s perception of a woman lacking motherly qualities. Her pointing suggests a certain strength and authority that men see as uncomfortable and foreign. Sadly, this troubling masculine view follows Wolfe to the present as she is known only to the world as Thomas Wolfe’s mother. Her masculinity, penny pinching ways, and lack of a full investment in motherhood leave a troubling legacy.  

Wolfe’s family as well as Norwood deny Wolfe agency in ignoring her entrepreneurial acts of managing and investing. Instead, the family aligns Wolfe’s success, like Russ’s mentioned above, with her masculinity. Her entrepreneurial endeavors distance her from her motherly roles tied to home and family. By Wolfe reframing the boardinghouse’s domestic space as a site of intellectual activity involving investments and money management, her family denies Wolfe, a woman entrepreneur, agency and instead claims her agency originated from her masculinity.  

Call for Action 

Despite challenges in enacting True New Woman’s values, these values’ relevance extends from the nineteenth century to the present as women continue to seek fulfilling work. I challenge Peitho readers to study past and current women rhetors’ epideictic rhetorical practices to uncover changing values with each new generation and to identify troubling values worthy of resistance and rewriting.  

 

Works Cited 

Amnéus, Cynthia. A Separate Sphere: Dressmakers in Cincinnati’s Golden Age 1877- 1922, Texas Tech UP, 2003.   

Berthold, Michael. “Not ‘Altogether’ the ‘History of Myself’: Autobiographical  Impersonality in Elizabeth Keckley’s Behind the Scenes, or Thirty Years a Slave and Four Years in the White House.” American Transcendental Quarterly, vol. 13, no. 2, Jun.  1999, pp. 105-119.  

 Hudson, Lynn M. The Making of “Mammy Pleasant”: A Black Entrepreneur in  Nineteenth-Century San Francisco. U of Illinois P, 2003.  

Kerber, Linda K. “Separate Spheres, Female Worlds, Woman’s Place: The Rhetoric of Women’s History.” The Journal of American History, vol. 75, no. 1, 1988, pp. 9-39. 

Kraditor, Aileen. “Introduction.” Up from the Pedestal: Selected Writings in the History of American Feminism, Quadrangle Books, 1968.  

Kraft, Stephanie. No Castles on Main Street: American Authors and Their Homes. Rand McNally & Company, 1979. 

Moe, Peter Wayne. “Reading Coles Reading Themes: Epideictic Rhetoric and the Teaching of Writing.” College Composition and Communication, vol. 69, no. 3, 2018, pp. 433-457.  

Myers, Nancy. “Louisa May Alcott’s Work: A New True Working Woman.” Women at Work: Rhetorics of Gender and Labor, edited by David Gold and Jessica Enoch. U of Pittsburgh  P, 2019, pp. 42-55. 

Norwood, Hayden. The Marble Man’s Wife: Thomas Wolfe’s Mother. Charles Scribner’s Sons, 1947. 

Patterson, Martha H. “Introduction.” The American Woman Revisited: A Reader, 1894- 1930, edited by Martha H. Patterson. Rutgers UP, 2008, pp. 1-25.  

Rayne, Martha Louise. What Can a Woman Do or Her Position in the Business and Literary World, Eagle Publishing Co., 1893. 

Rose, Mike. The Mind at Work: Valuing the Intelligence of the American Worker Penguin, 2004. 

Russ, Joanna. How to Suppress Women’s Writing. U of Texas P, 1983. 

Sheard, Cynthia Miecznikowski. “The Public Value of Epideictic Rhetoric.” College English vol. 58, no. 7, 1996, pp. 765-794. 

Welter, Barbara. “The Cult of True Womanhood: 1820-1860.” American Quarterly, vol. 18, no. 2, 1966, pp. 151-174. 

Willard, Frances E, Helen M. Winslow, and Sallie J. White. Occupations for Women: A  Book of Practical Suggestions for the Material Advancement, the Mental and Physical  Development, and the Moral and Spiritual Uplift of Women, Success Co, 1897. 

Yohn, Susan M. “The Primacy of Place, Collaborations, and Alliances: Mapping  Women’s Businesses in Nineteenth-Century Brooklyn.” Journal of Urban History, vol. 36, no. 4, 2010, pp. 411-428. 

 

Editors’ Introduction

Transnational Solidarities 

Fall 2023 has been fraught. Across US college and university campuses, students have been threatened and arrested due to speaking out about the violence that, although happening in Gaza for decades, came to a peak with Hamas’ kidnapping and murdering Israeli civilians.  This violence carries on in the extreme as Israel continues to viciously target Palestinian citizens and military forces—murdering over 18,000 Palestinians at the time of writing this. During the fall, three Palestinian college students, visiting family and friends, were shot while walking down the street in Burlington, VT over their Thanksgiving break.  A “doxxing truck” drove through Columbia University’s campus showing faces of student protesters. Just as Palestinian students have been targeted, since Oct 7th, Jewish students have also been threatened on and off campuses across the US as part of a rising wave on antisemitism, including ideologies that conflate Judaism with zionism.Faculty have felt silenced as administrations have asked them not to write statements in response to the growing violence globally and the unrest on their campuses, while administrators at some of the US’s most elite colleges have been scrutinized for their responses to the conflict. Locally, many of my university’s graduate students, particularly international graduate students, report feeling unsafe. As emotions run high and the conflict continues, campuses are becoming more deeply divisive places and conversation, debate, and listening—some of the tenets of rhetorical study—have seemingly become impossible. While universities have historically been fraught places for many students and faculty, humanistic inquiry at its best is supposed to create an environment where students are encouraged to listen to others, hear different and conflicting perspectives, read deeply, think and act critically, and take rhetorical risks. This seems difficult, almost impossible, in the current moment. Yet, for me as feminist rhetorical scholar, this moment has made me turn back to transnational feminist theory and its focus on solidarity. For transnational feminist scholars, the starting point for solidarity begins with not only hearing different and conflicting perspectives but also attending to how conflict and war are critically embedded in sociohistorical contexts. Solidarity does not always mean agreement or consensus.   

As I have taken in the growing divisiveness on my own campus and in my own community (even among my friends), I have been reflecting on my own role as a feminist scholar and editor. As a transnational feminist rhetorical scholar, this divisiveness to me is not only unsettling but it is also not productive because at the heart of transnational feminist thinking is the understanding that “differences and commonalities… exist in relation and tension with each other in all contexts” (Mohanty 521). Foundational transnational feminist scholar Chandra Mohanty calls for transnational feminist approaches that attend to the legacies of imperialism and colonization that work through sexist and racist policies and representations, as well as the resulting unevenness of political economic structures across the globe. She also calls for framing feminist projects through the knowledge that this unevenness creates different on-the-ground feminist intentions and politics that, at times, may be in conflict with other feminist projects and experiences. In short, transnational feminists seek to forge connections and solidarities across scales based not on common experiences of gender oppression, identity, and patriarchal oppressions alone but on the various ways that legacies and contemporary structures of violence frame women’s lives in different ways. Transnational feminism is a useful framework to approach this current moment where we need new strategies for understanding and communicating about violence. 

Divisive thinking pits women against each other and makes it difficult to recognize the systems and scales (the local home or community and the global spaces) through which communities suffer violence. While I am in no way a scholar who studies or fully understands conflict and violence in the Middle East, as a feminist scholar, I am all too aware that violence is gendered and that in war, occupation, and conflict, women’s bodies become literal battle zones—sometimes as an act of public war meant to publicly dehumanize the enemy and others in private settings meant demoralize, silence, and take control (“Women and Newborns Bearing the Brunt of the Conflict in Gaza”). Reports from Gaza suggest that women on both sides of the conflict have been raped, murdered, and humiliated. War, occupation, and conflict make transnational feminist solidarity politics paramount for feminist rhetorical practices and analyses.   

An article in the online publication The Intercept described how just days before the events of Oct 7th, the Palestinian feminist group Women of the Sun and the Israeli feminist group Women Wage Peace met in various symbolic places throughout Israel and Palestine with the goal of recognizing how violence is gendered and calling out the violence of occupation on all women—Palestinian and Israeli alike but at different scales and effects. On a beach-side table, both sides sat down to write a formal declaration for ending the decades-long conflicts among Israeli and Palestinians. The declaration begins “We, Palestinian and Israeli mothers, are determined to stop the vicious cycle of bloodshed and to change the reality of the difficult conflict between both nations, for the benefit of our children” (WWP). The meeting between both these feminist groups is a great example of a transnational feminist solidarity practices. This group of women see the necessity of solidarity for peace in the region, but they recognize that solidarity does not mean erasing difference or only attending to sameness. Rather, the two groups see the necessity of making connections between how both sides of the conflict, who have different aims and projects, ultimately carry out their violent policies and practices on the backs of women and often without seeing the unintended consequences of violent policies and practices.   

While the article shows how deeply violence is gendered in its recognition that “In conflict settings, rape and sexual violence are used as strategic, systematic, and calculated tools of war, ethnic cleansing, and genocide,” both sides see the history of violence in the region to be gendered in insidious and often quieter ways. The Intercept reports how “The situations [of each feminist groups] are not exactly parallel, but feminists in both Israel and the Palestinian territories are under attack by the most tribalist elements of their societies, each of which envisions its own version of a ‘pure’ society, whose achievement requires the modesty, piety, and subservience of women” (Levine). The article points out how Prime Minister Netanyahu has created a coalition between extreme-right Religious Zionists who are anti-women’s and LGBTQ+ rights and who seek to remove women from public life. Moreover, the military’s violent colonial practices further reinforce other sorts of gendered violence that impact not just Palestinian women but also Israeli women, such as how in the military, in which all women must serve, over one third of women report sexual harassment. As another example, a feminist human rights organization in Ramallah has noted “how Israeli policies such as home demolition, movement restrictions, night raids, and child arrests increase the burdens of family and household, reinforc[ing] women’s ‘traditional roles within the Palestinian patriarchal society’” (Levine). The organization goes on to say, “Coupled with discriminatory laws pertaining to family reunification and marriage and cultural policing by radical Islamists, these policies exaggerate male domination and female dependency and trap women in abusive relationships” (Levine). In other words, as this feminist organization notes, even when the state of Israel supports liberal feminist equality projects, policies are enacted in the name of saving women from patriarchal violence, including that which Hamas is reported to support, while simultaneously reinforcing it. This is pattern seen widely throughout the history of colonization—using women as arguments for political intervention (Spivak).   

Understanding conflict and violence across different scales and contexts demonstrates a transnational feminist analytic. The activism and connections made by Women of the Sun and Women Wage Peace, and the article in The Intercept, reflects what Mohanty has explained as a transnational feminist practice: “A transnational feminist practice depends on building feminist solidarities across the divisions of place, identity, class, work, belief, and so on” (530). Even though Mohanty is writing in the early 2000s, I believe it is apt today to be reminded by her words: “In these very fragmented times it is…very difficult to build…alliances and also never more important to do so.” (530). She argues against divisiveness and instead asks feminists to engage in solidarity projects that are “anti-imperialist, anticapitalist, and contextualized” and that “expose and make visible the various, overlapping forms of subjugation of women’s lives” (515). Mohanty’s approach is also a rhetorical project that requires listening to and understanding different scales and experiences in order to ask questions about, understand, and rhetorically transform location situations. Transnational feminist scholars Ashwini Tembe and Millie Thayer, drawing from Mohanty’s work, further explain that solidarity practices must create the conditions in which “differently situated communities can come together for ‘active struggle’” and then forge “alliances based on common analytic goals rather than similarity of identities” (7; 1). In the example above, similarity of identity would not create solidarity by women who are exploited differently and unevenly within one location. Rather, to create solidary requires understanding not only how gendered exploitation works and looks different within different locations or different political or ethnic orientations but also how the systems themselves are grounded in gender. The transnational feminist solidarity practices above help me to critique the divisiveness I see on my own campus and community by reminding me to think about the broader contexts and history of this war and the rhetorical projects that surround them.  Understanding the various ways that structures organize legacies of gendered exploitation and oppression across borders requires a particular kind of attunement to how they are rhetorically constructed and how they are understood and interpreted on the ground. To me, this is a project of feminist rhetorical scholars, one that I hope to see reflected in future pages of Peitho 

While the essays for this issue do not address the conflicts in the Middle East, what they do offer us is reminders of the wide scope of feminist rhetorical theories and the importance of feminist rhetorical practices for reshaping our knowledge and understanding of history and the present; indeed, they offer feminist approaches that we may apply to other contexts. For example, Kristy Crawley’s essay “The Quest for Meaningful Work: Enacting New True Woman Values via Epideictic Rhetoric” focuses on how women have the power to reframe their roles even when there are pressures to act within the confines of gendered expectations. Crawley shows how women business and literary writers redefined the virtues of the new true women in the 19th century to include the values of resourcefulness, critical thinking, and self-fulfillment “as a basis for educating or guiding readers’ conduct through praising and blaming.” Similarly, Lisa Mastrangelo, drawing from Royster and Kirsch’s feminist rhetorical theories of strategic contemplation and social circulation alongside her employment of Barret-Fox’s cold kairos, reconsidered the value and project of Evelyn Cameron, a photographer whose eye captured what life was like as non-natives moved into the western part of what is now the US in the early part of the 1900s. Mastrangelo asks, “How do viewers ‘read’ the work of a person such as Cameron, particularly if their gaze, like mine was initially, is focused on her as exceptional?” The essay explores how “Cameron’s work as a photographer as well as the images she produced contribute to the more inclusive notions of gender” and women’s roles in defining the American West for non-native people; in doing so, Mastrangelo argues that works from women like Cameron importantly interrupt the idea that the American West was merely a masculine space. Also drawing from Royster and Kirsch’s concept of strategic contemplation, Zoe McDonald reads Hilary Rodham Clinton’s 2015 memoir What Happened as an important turning point toward Clinton espousing pluralist feminist practices. As McDonald argues, Clinton’s memoir offers readers many opportunities to strategically contemplate their own orientation to the election and in doing so, readers are directed by the memoir toward anti-violence and anti-racist coalition. Taken together, the essays in this issue offer readers feminist rhetorical lenses—specifically the role of feminist reframing, re-seeing, and contemplation—that we can employ to better understand our own rhetorical projects.  

Coalescing and Remembering in Cluster Conversations 

This issue has two Cluster Conversations, whose editors have done an outstanding job bringing these authors’ work together and presenting it here. With input from the Peitho Editorial Team, Rebecca writes above in response to the violence in Gaza, and she speaks for all of us about this horror, which continues to unfold as we follow events in the news and on social media. We will not look away, tune out, or be desensitized to this human suffering. Amid the devastation in Gaza and elsewhere in the world, we are also seeing turmoil domestically, as the Supreme Court is hearing a case to prohibit access to mifepristone in an added threat to abortion rights, and as state legislatures and governors in some states keep pressing their racist, transphobic, queerphobic agendas. The first Cluster, “Addressing the Barriers Between Us and That Future: (Feminist) Activist Coalition Building in Writing Studies,” is a powerful collection of writing about the frictions, frustrations, failures, and frontières associated with forming coalitions in this context of book banning, suppression of Critical Race Theory, and derailment of work in Diversity, Equity, and Inclusivity. The contributors to the Cluster reflect on their experiences and directly name and describe the demoralizing and infuriating treatment they have experienced and witnessed, especially in academia. They offer models for creating community in unwelcoming spaces and advocating for change in institutions. Getting to that future requires listening to these stories, and the authors in this Cluster are courageous to be the ones to tell them. 

The second is a hybrid Cluster Conversation/In Memoriam devoted to Wendy Bishop’s legacy of writing, teaching writing, and mentoring, on the twentieth anniversary of her tragic passing at age 50 of cancer. I didn’t have the honor of meeting Bishop, but I worked closely in the early 2000s with one of her graduate students, Charlie Lowe, who treasured being one of her mentees. He had been working on his dissertation for at least a year, a project I thought was fascinating: an analysis of voice-recognition technology and its potential for composition, particularly with regard to the then-controversial concept of voice in writing. But one day in an email, he added as an aside: “Oh, and I ditched my dissertation,” explaining that he was starting over and writing about another topic. I couldn’t believe Bishop had gone along with that plan – it was such a good topic (still is), and he’d done a lot of writing on it! — but she supported him, and he ended up writing a good dissertation about another topic. She was serious about radical revision.  

The pieces in the Bishop Cluster share memories of her mentoring, leadership, and teaching, and although it’s been two decades since Bishop’s death, the issues raised are still very much relevant in academia: burnout, feminized labor of teaching and administration, and the division between rhetoric and composition studies and creative writing: two fields that still need to talk to each other more. Some of the authors remark that Bishop wouldn’t like some of the changes that have taken place in the last twenty years. I think she would especially dislike the rise of program assessment and rubrics, which tend not to reward or encourage creativity and experimentation. I think she would also balk at the automation in writing and teaching: automated essay scoring, automated plagiarism detection software, and large language models (generative AI), though she may have approached LLMs with curiosity. Even readers who, like me, did not know Bishop will find this Cluster Conversation engaging to read; these pieces reorient us to what matters the most as we do the work of writing and teaching writing. Much has changed since Bishop taught and mentored students, but, to end this issue on a note of hope – and the dream of peace – we can remind ourselves of the power, generativity, and legacy of kind words, connection, and support: for students, colleagues, and community.  

Works Cited 

Levine, Judith. “It’s Feminist to Demand a Ceasefire in Israel–Palestine.” The Intercept, 5 Dec. 2023, theintercept.com/2023/10/26/israel-palestine-feminism-ceasefire/. Accessed 10 Dec. 2023. 

Mohanty, Chandra Talpade. “‘Under Western Eyes’ Revisited: Feminist Solidarity through  Anticapitalist Struggles.” Signs, vol. 28, no. 2, 2003, pp. 499–535.  https://doi.org/10.1086/342914.  

“Women and Newborns Bearing the Brunt of the Conflict in Gaza, UN Agencies Warn.” World Health Organization, World Health Organization, www.who.int/news/item/03-11-2023-women-and-newborns-bearing-the-brunt-of-the-conflict-in-gaza-un-agencies-warn. Accessed 14 Dec. 2023.  

Spivak, Gayatri. A Critique of Postcolonial Reason: Toward a History of the Vanishing Present.  Harvard UP, 1999 

WWP. “The Mothers’ Call, 2023.” Women Wage Peace, 16 Sept. 2023, www.womenwagepeace.org.il/en/the-mothers-call-2023/. Accessed 10 Dec. 2023. 

Afterword

First, a big bravx to Aurora Matzke, Louis Maraj, Angela Clark-Oates, Anyssa Gonzalez, and Sherry Rankins-Robertson for their keen insights into the complex issues surrounding coalition-building–and their resolute persistence in envisioning and producing this special issue of Peitho. Their introduction traces the discussions and debates, the sometimes labyrinthine contact zones, that have characterized the CCCC Feminist Workshops—and Coalition meetings–during the last three years (2021-23). These contact zones have led to the strong desire to invite more new and diverse voices into the conversation and to search for new ways of understanding, modeling, and interrogating coalitional efforts—especially to examine both “the dangers and possibilities of coalitions” (Chávez, in this collection).

The authors in this special issue speak to these goals, from Karma Chávez, who examines the risks and opportunities encountered in attempts at academic coalition-building, and Keisha Mcclantoc, who describes coalition-building in rural organizations and suggests lessons we might learn from their leaders to Rachel Molko, who argues that feminist iconography can not only depict but enable opportunities for coalitional solidarity. A group of George Washington University Writing Program Faculty direct our attention to methods for sustaining values associated with forming coalitions rather than centering the purpose of such groups, while Lydia McDermott tells stories designed to bring attention to “radical coalitional accessibility.” The importance of feminist humility, empathy, and unlearning are featured in the essay by Asmita Ghimire, Amy Lueck, and Elizabethada Wright on transnational feminist mentoring.

We are grateful to these and the other authors of this issue for providing so much food for thought, especially given the attention they have all paid to the various “coalitions” they have experienced, historicized, or imagined. In this afterword, we trace some of the through lines we see emerging from this work, including the radical, strategic, and necessary temporariness of coalitions, their thoroughly rhetorical feminist nature, the role that stories and vernaculars play in their shifting constructions, the relationship between coalition and collaboration, and potential sites for feminist temporary coalition building that have seldom been considered.

Nearly ten years ago, Cheryl and Andrea meditated on the concept of “coalition,” writing that it “denotes a group of distinct individuals who come together to cooperate in joint action toward a mutual goal (or set of goals)–not forever, but for however long it takes” (Glenn and Lunsford 11). To forge any kind of feminist coalition–across differences of every stripe–is to strive toward goals that are dialogic, collaborative, and inclusive. A coalition is a conceptual action, a trope that can be used to help negotiate cross-boundary mis/understandings and reconciliations as well as illuminate and advance possibilities.

As such, a coalition is a living, breathing, permeable, ever-changing group of individuals. A coalition is not an iron-clad, life-long allegiance. Consider the nearly five million activists who came together for the 2017 Women’s March on Washington, the worldwide protest held on the day after the inauguration of Donald Trump as U.S. president. In cities all around the world, people coalesced for one day to advocate for human rights of every kind, after which they returned home. The 2017 Women’s March was not a kumbaya day. Among the activists, there was internal division, despite photos like the one below that suggest unity.

 

Participants at 2017 Women’s March suggesting unity

Participants at 2017 Women’s March suggesting unity

Other signs appeared, challenging any such unity and illustrating the true nature of strategic, temporary coalitions.

Figure 3 & 4: Participants at 2017 Women’s March acknowledging the lack of unity

Figure 3 & 4: Participants at 2017 Women’s March acknowledging the lack of unity

As these placards demonstrate, coalitions are living, breathing organisms—they are born, they evolve, and sometimes they die. They are ever-responsive, ever-changing, ever-strategic—and ever unstable. That’s why they’re called “coalitions.” Coalitions value “togetherness in difference” (to use Lu Ming Mao’s powerful phrase) and are devoted to action—not nonstop action, but strategic action. All of us need to understand these variables so that we can work equitably and effectively with a range of differing others.

To examine one of the most iconic photos of second-wave feminism, the 1971 photograph of Gloria Steinem and Dorothy Hughes that has since been repeated multiple times, is to imagine a Black-and-white coalition, even a solidarity that is repeated over time. (See the fine essay in this issue by Molko.) Indeed, Black and white feminists have long been working side-by-side toward specific goals, except when they purposefully worked separately.

Figure 5: Gloria Steinem and Dorothy Pitman Hughes, 1971, Dan Wynn

Figure 5: Gloria Steinem and Dorothy Pitman Hughes, 1971, Dan Wynn

Also consider the 1974 Combahee River Collective, who produced a living manifesto in 1977. These women broke away to “publicly address” the “racism in the white women’s movement”:

As Black feminists we are made constantly and painfully aware of how little effort white women have made to understand and combat their racism, which requires among other things that they have a more than superficial comprehension of race, color, and Black history and culture. Eliminating racism in the white women’s movement is by definition work for white women to do, but we will continue to speak to and demand accountability on this issue. (Combahee River Collective 21)

This socialist collective (not a coalition), organized according to the nonhierarchical distribution of power, worked toward goals that would benefit everyone within the collective itself. These women established a collective because “outside reactionary forces and racism and elitism with the [white feminist] movement itself have served to obscure our participation” (14). After all, they wrote, “We believe that the most profound and potentially the most radical politics come directly out of our own identity, as opposed to working to end somebody else’s oppression” (16). For the Black women in this collective, their cause had already realized that identity-inflected politics and rhetoric expanded the feminist principle that the personal is political. Their work was not coalitional; it was/is collective, ongoing work for the collective good of group members themselves.

Feminist coalitions as well as feminist collectives are deeply rhetorical in nature, in that they embody a keen rhetorical awareness of context as well as to shifting and overlapping contexts (aka intersectionality), an equally careful consideration of varying or alternative perspectives, and an insistence on the possibilities of human agency, often in the case of women and people of color, against all odds. (Dare we say through rhetorical feminism’s commitment to HOPE?) In addition, both feminist coalitions and feminist collectives rely on the rhetorical power of story.

Story–one powerful strategy available to feminist rhetors building temporary coalitions–is the universal genre that all cultures rely on. Once denigrated as irrelevant to scholarship (an editor of College English once rejected an essay by Brenda Brueggemann because it contained too much personal narrative, for example), story (or narrative) is now recognized as a crucial element of connection and persuasion.  In Making the World a Better Place: African American Women Advocates, Activists, and Leaders, 1773-1900, Jackie Royster challenges the many reductive and whitewashed narratives related to the stories she has been tracing through the lives of African American women. Building on the foundations she laid in Traces of a Stream with a dozen years of additional research, Royster’s rich and remarkable book shifts the traditional narrative of “exemplary” or “extraordinary” African American women to tell the stories of scores of everyday African American women who worked, individually and collectively, to build and sustain the race and the nation—from the very beginning of their presence in North America to the present day. Moreover, Royster makes sure these women will speak for themselves, telling their own stories, a feminist rhetorical principle she has articulated in earlier work.

Royster often uses “cohort” or “cohorts” to describe the women who come together in shifting and strategic ways, and she favors the use of “collective,” focusing on the ways African American women, in the act of storytelling, model the kind of collective work that creates change across time and space. Most of all, Royster challenges other scholars and thinkers to “interrogate kaleidoscopically what, how, and why they are doing what they are doing; to listen to their words and advice, and to presume that their work might likely have values at the local level but also far beyond” (28). Royster’s text embodies the power of story, or narrative, even as she warns of what Chimamanda Ngozi Adiche has called “the danger of the single story” and the manipulation of story for often dubious ends. In doing so, Royster provides a theoretical and practical foundation for the kind of shape-shifting, temporary, strategic coalitions available to feminist groups today, such as that demonstrated in the special issue and across CCCCs feminist coalition work.

Whether group feminisms is practiced in clubs, collectives, circles, sororities, church women, Boys and Girls Clubs, coalitions, or myriad other formations, members must respect divergent positions within the group, even around common though transient goals. Members must support one another through disagreements and arguments and especially when any member decides the time is right to leave the group. Take, for instance, the example of Pauli Murray (1910-1985), an African American civil rights activist, university professor, lawyer, writer, and, eventually, an Episcopal priest, who provides a salient example of the challenges associated with negotiating attachments to coalitions.

Murray had worked with a group of women, led by Betty Friedan, to establish the National Organization for Women (NOW) in October of 1966. (For more information, see Glenn’s Rhetorical Feminism and This Thing Called Hope.) Murray used her exceptional rhetorical abilities to craft many of their founding documents. But soon after that historic fall event, less than a year later, she withdrew from the leadership, realizing that their interests had grown apart. She was concerned about their growing lack of diversity, with a membership of mostly white, professional women, who seemed more interested in women’s rights than in human rights. Her severance seemed to have been the result of a clash between her personal beliefs and the unchanging goals of the organization. She felt that it was time for her to leave.

Murray’s example demonstrates how members of women-led groups may organize themselves and support their members differently, yet they all have one thing in common: they are organized toward concrete, specific, often transient goals that are reached through a combination of hard work and words. Such groups don’t require lifetime memberships, nor are they life sentences. Rather, these women-led groups are living organisms like the members themselves, who are working hard together to realize goals. And it is in the spirit of temporality, difference, change, and transience that the Peitho 2023 summer special issue emerges.

Read, for example, Fitzsimmons and Prasad’s “Coalitional Refusals” (this issue) for a critique of the “rigged spotlights” that prevent feminist movements from understanding “coalitional tensions, changing needs, and harm when it happens.” They argue, through Cody Jackson and Christina Cedillo, in this collection that “if we’re seeking to build coalitions, we also need to build in practices that identify and address the ways we perpetuate [oppressive] systems, both individually and as a field, a department, or a university” (Fitzsimmons and Prasad). This attention, that may then lead to coalitional refusal, begins with choice. A choice to center coalition on the here and now of nope.

Like rhetoric, these groups are ever-changing, in a constant state of response, reassessment, and self-correction. Thus, such groups tend to be thoroughly rhetorical, instances of rhetorical feminism, a tactic that disidentifies with how things are, considers how things should be, and works toward what “should.” In this issue, rhetorical feminists respect one another’s experiences, emotions, and vernaculars (thus strategically reshaping the rhetorical appeals), their comings and goings. Rhetorical feminists remain dialogic; recognize and respect alternative delivery systems (including silence, listening, and refusal); and anchor themselves and their projects in hope. That’s what feminisms all about anyway, isn’t it? Choice, support, goals, work, and hope?

Works Cited

Combahee River Collective. “The Combahee River Collective Statement: A Black Feminist Statement.” 1977. All the Women Are White, All the Blacks Are Men, but Some of Us Are Brave, edited by Gloria T. Hull, Patricia Bell Scott, and Barbara Smith. Feminist Press at City U of New York Press, 1982, pp.13-22.

Glenn, Cheryl, and Andrea A. Lunsford. “Coalition: A Meditation.” Peitho, vol. 18, no. 1, 2015, 11-14. https://cfshrc.org/wp-content/uploads/2015/11/18.1FullIssue1.pdf

Glenn, Cheryl. Rhetorical Feminism and This Thing Called Hope. Southern Illinois University Press, 2018.

Friedan, Betty. The Fountain of Age. Simon and Schuster, 1993.

Mao, Lu Ming. Reading Chinese Fortune Cookie: The Making of Chinese American Rhetoric. Utah State UP, 2006.

Royster, Jacqueline. Making the World a Better Place: African American Women Advocates, Activists, and Leaders, 1773-1900. University of Pittsburg Press, 2023.

Wynn, Dan. “Gloria Steinem and Dorothy Pitman Hughes.” National Portrait Gallery, 1971, https://npg.si.edu/object/npg_NPG.2005.121. 1 May 2023.

 

Feminist Resilience at the Heart of Coalition Work

Introduction

After reading the Call for Papers for the summer 2023 special issue of Peitho: Coalition as Commonplace: Centering Feminist Scholarship, Pedagogies, and Leadership Practices, I sat for a moment and paused on the question, “How can we work with each other and with other scholars in rhetoric and across disciplines to create coalitions situated in lived experiences and feminist praxis?” (Clark-Oates, Maraj, Matzke, Rankins-Robertson). My initial thought was, “Well, within coalitions we should teach each other, learn from each other, and write together, not just work together.” I wondered, “Could writing be the thing that helps us learn from each other?” and also wondered., “Could writing in times of retreat, together and apart, be an answer to helping us get to know how each of us is positioned and the places from where each of us comes?” As I formulated a response to the questions, I imagined the voices of scholars whose works have spoken to me and helped shape me throughout my career.

In a polyphony of voices, I’m reminded of values and lessons that I’ve clung to regarding community writing (House, Rosenberg) and community listening (Fishman, Garcia, House), difference (Kerschbaum), resistance (Anzaldúa, hooks, Enoch), language and experience (Lu), writing as a feminist (Ede and Lunsford), and as a Chicana (Ruiz, Ritchie), feminist rhetorical resilience (Flynn, Sotirin, Brady), solidarity and illusions of solidarity (Mohanty, Restaino), hope (Glenn), care (Royster, Kirsch), and storytelling (Cisneros). This is a short but important list of scholars and their work that contribute to the ideas I have regarding coalitions. These are the voices that have carried me to the place where I am now, as a junior faculty and member of The Coalition of Feminist Scholars in the History of Rhetoric and Composition (CFSHCR) and the Coalition for Community Writing (CCW). While it’s important for me to focus on why I chose to belong to these coalitions, it’s also important to reflect on why I am intent on continuing to engage. I feel that I must also trouble the reasons I may have stayed away. So, I come with my thoughts, hopes, and ideas for ways we might make note of what has been going on in coalitions, what is going well and not so well, and what we might do to begin to see our way forward as we coalesce with each other and others outside our field. 

An Offering Wrapped in Chances Taken to Do Something Different

This chapter is an offering, from me, an Assistant Professor of Rhetoric and Composition at a Hispanic Serving Institution in Southern California. In the moments during which I question the value of this offering, I recall Chicana feminist, Gloria Anzaldúa, arguing for the mestizaje to be brought into dialogues on power relations and across disciplinary boundaries (1990). This work done by Anzaldúa and many others to make a space for my work to be included is a path cleared before me. I set off with gratitude and hopeful anticipation of what lies ahead for coalitions and our field, as we do work that guides us toward positive change. 

Hesitance becomes encouragement to contribute to a conversation started years ago toward moving us, the field, and coalitions within our field “beyond the perceived patriarchal (hierarchical and competitive) structures of our disciplines and professional organizations and the masculinist practices that had long guided them,” as Cheryl Glenn and Andrea Lunsford imagine in “Coalition: A Meditation,” written for the 2015 Fall/Winter edition of Peitho (11). There are complications still, nearly ten years after Glenn and Lunsford recognized a need for change, as coalitions in our field are “still far too pale” (12). The absence of people of color in coalition is also a challenge brought about by the fact that there is such a small percentage of people of color who have Ph.D.’s in the country, much less in Rhetoric and Composition. Some of the complication with who decides to become a member of a coalition is also brought about by past constructions of coalitions as being built and maintained by white men and women and how this construction has kept others out by way of association with the term “coalition” and what this means to them based on past experiences. I am positive and hopeful that over time, dismantling of past constructions of coalition is possible. 

Similar to the concept of mestizaje, what I offer is a mix and blend of story, theory, experience, ideas, and voices that have formed my scholarship and membership in coalition. Blended within, I draw on the concept of feminist rhetorical resilience. Commonplace definitions of resilience are  typically applicable to individuals, rather than groups. I take a chance of incorporating the principles of feminist rhetorical resilience into this piece as I see an overlap of issues regarding labor, and needs for relationality, sociality, and agency, as well as a dependence on resources held by those involved with coalitions. In Feminist Rhetorical Resilience (2012), Elizabeth Flynn, Patricia Sotirin, and Ann Brady note that “feminist rhetorical resilience includes actions undertaken by rhetors, usually women, who, with varying degrees of success, discursively interact with others, resulting in improved situations despite contexts of significant adversity” (1). When I think of coalition work at present, I often think of it as women’s work, although I know this is not always true. This, I assume, is because of a lifetime of associating women with care and community work. 

In recent experiences, I see that feminist agency and rhetorical action are at the heart of coalition work in that coalitions within rhetoric and composition often call upon feminist concepts such as social justice, equity, care, and gender, thus complicating conventional rhetorical understandings of terms such as “context, engagement, audience, production, and exigency,” similarly to the foci of feminist resilience (7). It is feminist concepts and, often, feminine bodies that connect coalitions and feminist resilience, and it cannot be ignored that “Women carry out at least 2.5 times more unpaid work than men” (www.news.un.org). The more time I have spent in coalition, I have noted that coalitions are “relational, dynamic, responsive in and to contexts,” while “creating and animating capacities and possibilities,” like the concept of feminist resilience (8). It is for these reasons I argue that approaching the future of coalition work with principles of feminist rhetorical resilience will take the adversities faced at present and offer relational and social answers to some issues we have with making connections and building bridges across difference. One of the ways I posit we do so is through writing. I will expand on this position as the chapter moves forward. 

Coalitions have the potential to nurture souls of academics who require engagement in feminist praxis based on personal values, to fulfill communal needs, engage in reciprocal work, and respect for the needs held by some, to nurture others. Coalition work requires that members be resilient in the face of adversity, and also that the coalition as a group be resilient as it “shapes, enacts relationships among selves and others, speakers and audiences, things and dreams, bodies and needs, and so on” (Flynn, Sotirin, and Brady 7). Coalitions can be productive spaces for the building of relationships that allow for the sharing of the “why” of their participation without reservation, which can be done through writing and discussion. Like feminist resilience, coalition work also “enables fresh perspectives on feminist themes of empowerment, growth, health, and transformation,” all of which also require care and trust within the relationships (Flynn, Sotirin, and Brady 22). As the chapter moves forward, I will also expand on the need for an ethos of care and the value of taking time to build trust within a coalition. First, I will share some of my story, to help give insight as to my belief in the power in coalition, and recognition that coalition work begins in undergraduate and graduate school and continues with encouragement from respected mentors, and in interactions with esteemed scholars. 

Getting Involved in Coalition Work

During my education at New Mexico State University (NMSU), there were two major opportunities that shaped my future interests and visions for coalition involvement. The first was being selected as a Fellow in the Borderlands Writing Project (BWP), a satellite project of the National Writing Project. In BWP, I was taught to help students see the value of their experiential knowledge (Lu & Horner). Also essential to my time in BWP was my own experience of feeling the power that comes from writing together and sharing of that writing. In preparation to hold my first writing classes, I gleaned as much knowledge and preparation to teach writing from listening to teacher’s stories from kindergarten through doctoral programs as I did from pedagogical readings, if not more. This is the beginning of my belief in writing being essential to forming the care and trust necessary to see goals come to fruition in groups of individuals who are unknown to each other. 

I was also fortunate to spend six years as a research assistant and participant-observer to retired professor Christopher C. Burnham in a History of Rhetoric course focused on an assignment titled “The Advocacy Project.” This assignment led students through the rhetorical process of organizing a social justice focused project that they would use to get their peers to act by the final day of class. Being exposed to and part of the organization of more than a hundred advocacy projects helped me to visualize the path of work toward bringing about social change. 

The power behind small gestures that reach numerous people became apparent to me through this work and took on a new level of energy in my dissertation research study, as I learned of the role of small gestures as enactments of feminist resilience and their role in change over time (Trujillo). As a research assistant, I repeatedly witnessed the potential of groups made up of like-minded individuals, and non-like-minded individuals who were persuaded to pool their resources to effect change, to take actions of varying degrees, because they believed in something presented to them by a peer. This is not unlike working in coalition toward seeing goals and tasks through, based on beliefs in the work being done. Formation of the topic for the advocacy project, plans toward seeing the project through, brainstorming, troubleshooting, and moving through stasis, or stuck points all took place through writing. 

Over the course of the last three years, I have been actively involved in CCW and CFSHRC. Had it not been for the fact that I knew Jessica Enoch was involved with The Coalition of Feminist Scholars in the History of Rhetoric and Composition (CFSHRC), I probably wouldn’t have made an effort to join. Having read Jessica’s “‘Para la Mujer’: Defining a Chicana Feminist Rhetoric at the Turn of the Century” and, Survival Stories: Feminist Historiographic Approaches to Chicana Rhetorics of Sterilization Abuse” while in the master’s and doctoral program, I knew that she was aware of the complexities existing in America among mestizaje, and issues faced by Latino communities over many decades (2004, 2005). I knew through her writing that Jessica cared about how bodies, particularly the bodies of women, are remembered and treated. This helped me to consider that the CFSHRC might have more like-minded members and gave me a push to look into the group and to step up for membership. This reminds me of the importance of the work that I do, of the need to keep writing, not knowing who is going to remember what I have written and those whom I value in my scholarship. 

Had I not met Veronica House at the Conference on Community Writing and felt the warmth in her presence and sincerity in her efforts toward inclusion, I wouldn’t have become affiliated with the Coalition for Community Writing (CCW). My first interaction with Veronica felt as if she had welcomed me into her home as she made sure I was comfortable, called me by name, and when I showed interest in belonging to CCW, she made a space for me to use what I felt I could contribute. Veronica’s actions served as another reminder to me, that it is not just what we write that has an impact on fellow and up and coming scholars, but what we say and how we behave when no one else is watching is equally as important.  

To begin, I would not have attended the Conference on Community Writing without the encouragement and invitation of Lauren Rosenberg, my then, dissertation chair and advisor. Lauren’s work with CCW and articles, such as “Navigating Difficulty in Classroom-Community Outreach Projects,” brought me to think more about the places I wanted to spend my academic time (2017). I could see through her projects and publications how Lauren’s relationships with research participants had spanned years, and how important writing in the community and listening in community was to her and other writing teachers. It is essential that we not take for granted that our students know what is available to them in the way of coalition. We must make invitations, and act as attentive hosts to newcomers to our coalitions. 

I also know that without the money and time to travel, research, and connections to a network, I might not have ever known these coalitions existed. Unless a faculty member or student has the time, funds, or encouragement, not many are going to find coalitions in the field of rhetoric and composition as existing or as being open to them. It is imperative that coalitions become more present, work to create and maintain community, and once they have members, particularly those who have been excluded, they should work to help those who join want to stay. Coalitions are relational, they are social, and should be attentive to not only the exigencies of the field, but the exigencies faced by their membership at varying stages in their academic careers. 

In work I recognize as coalition work, although it was done strictly through writing, I joined many authors to contribute to a Guest Edited Special Issue of Writers, Craft & Context titled, “Conferencing Toward Antiracism: Reckoning with the Past, Reimagining the Present.” I consider work that I have done with groups focused on bringing about change to fall under three types of coalition work: as an active participant in the role of speaking and contributing through labor, writing, and discussion; in the role of support by contributing ideas and some written labor; and as a contributor solely through writing. 

In a most recent role that involves labor, writing, discussion, outreach, and will require presentation, it has been my pleasure and honor to work with Aurora Matzke toward organizing the Feminist Workshop at the Conference on College Composition and Communication in 2024. While the organizers of this event are not named as a coalition, the work done in this Workshop and the preparation it takes to put on the workshop feels like coalition work, as it brings together like-minded individuals to focus on abundance and center our workshop time on the “rich and vibrant ways differing Feminist Latinx scholars, through their situatedness, scholarship, community work and teaching yield contributions to our field,” through discussion and by drawing on the power of written testimonio (Trujillo and Matzke).  

While I feel that all three types of work are important, considering feminist praxis, they require different types of action that for me, all are still bound to an ethos of care. In these settings, I consider core feminist values to include, but not be limited to considerations of how power is distributed or shared, to creating and maintaining equitable spaces, to connecting social justice to all teaching and learning, acknowledgment and valuing of experiential knowledge, and the championing of diversity and inclusion.  

Challenges Faced by Coalitions

While there are many issues on which I could focus regarding challenges faced by coalitions, I have chosen to discuss only a handful in depth. I will not pause on all issues, but will not ignore that there are general issues within coalitions that cannot be anticipated, and are realities of meetings, so there must be a willingness to allow for mistakes made and for regrouping. These issues could include issues such as inexperienced or disinterested facilitators, the necessity of meeting objectives on the agenda within a particular timeframe and, in the interest of time, not stopping to form working relationships. 

I want to note that it can also be jarring to join a coalition and come face-to-face with unknown members and with members with far more experience and history with the coalition than a new member possesses. It is probable that there will be differences of opinions and life experience and sensations of being steamrolled by confident speakers and those comfortable with and accustomed to sharing firm positions. Other issues faced can include imbalances in the labor load, difficulties forming and maintaining trust within the group, behaviors antithetical to equity and inclusion, waning motivations for belonging, conflicting priorities, and hidden agendas.

The challenges listed above are the unfortunate issues of current organization of coalitions and meetings offering few opportunities to build community among participants who are often made up of members from diverse backgrounds, who are unknown to each other, or are only known through publications, or conference presentations. This can be problematic for graduate students in coalitions who are only beginning to publish, and don’t have background knowledge of seasoned academics, or the work that is being done outside their focused areas of interest. The probability of many challenges exists in many groups where different individuals come together to accomplish goals. I return here to my position that much of the imbalance of sharing of voices, themotivations for belonging, the possibilities of membership, experience, intentions, and research interests can be shared through taking time to write and share with each other in retreat once a year. Retreat offers a chance for a coalition to regroup and give members a chance at forming relationships that can be difficult to nurture face-to-face, much less online.   

Online Meetings

With the prevalence of online coalition meetings, I think of Stephanie Kerschbaum’s Toward a New Rhetoric of Difference, and her discussion of perception and disclosure regarding others in shared spaces–paying mind to that which we count as similarities or differences with those with whom we are gathered. Kerschbaum notes in “Signs of Disability, Disclosing” that she “defined markers of difference as dynamic, emergent, and relational rhetorical cues deployed by interlocutors to point to or engage difference between themselves.” In her article, Kerschbaum’s aim is “to deepen our understanding of the meanings of disability that emerge as people move among material artifacts and environments.” I wonder then, how online coalition meetings orient the membership to others in the online space where personal experience is oftentimes not disclosed, nor are there markers through which to make connections other than the physical, visualized in photos, small squares, and names in white font on a black background. Without writing, sharing, or discussion beyond addressing the tasks of the coalition, the field must consider how perception and disclosure are occurring and how this affects the coalition overall. 

Accommodation and Overcommitting

It should also be taken into consideration that many newer coalition members, although faculty members, are a few years from having been graduate students and have become accustomed to saying “yes.” This, of course, is also true for graduate students who, often by virtue of needing to make money, have been those in groups to take on labor before fully considering the time and energy that will be demanded of the accepted tasks. Coalition members in composition and rhetoric, for varying reasons, come prepackaged with vulnerabilities, memories of marginalization, and a need for the same care and consideration we have worked to give research participants. It’s important that established coalition members go out of our way to make sure all members feel safe to say “no,” are respected, heard, and appreciated–as coalition work can also turn into uncompensated emotion work. Taking care of membership may be even more difficult, when the members are not known to each other. This difficulty can be compounded when a member does not know their fellow coalition members well enough to feel they can say “no” without repercussion of becoming an outsider or even self-driven anxieties about belonging that come from past experiences and preconceived ideas of who belongs and who does not in coalition. 

The White Nature of Coalition Work 

Some things just don’t feel like they are for a Chicana, and coalitions are one, unless it is a coalition for resistance and racial justice. I find it interesting that the term coalition is daunting, as opposed to group, gathering, organization, alliance, or association. This is not the chapter for interrogating the way certain words conjure images of whiteness and for whom this takes place, but my experience is that coalitions is one of those terms that brings about feelings, similar to those brought about when I walk into a restaurant, or clothing store and know “this place isn’t for me.” It’s not easy to explain exactly why until one takes the time to sit down and deconstruct the feelings of exclusion, they don’t realize how often these feelings include details such as color, design, images, text, behaviors, and titles. 

While I don’t argue that we should call coalitions something else as a field, I do think we can remove some of the ideas that coalitions are only for some, by making ourselves more present, and being inviting to others’ whom we notice are not aware that they could become involved. Coalitions could be well served by reaching out to graduate students, to junior faculty, and undergraduates through social media, invitation emails, and through conference presence. Social media presence is growing for coalitions, but it is still not enough. When a student or a new faculty member assesses what is available in their fields, coalition involvement should be front and center. As the field of rhetoric looks to create coalitions across the disciplines, and to extend the relevant work already being done, coalitions should exist as organizations that are welcoming, inviting, and transparent beyond a small group of people. 

What Can Be Done

Coalitions present possibilities for advocacy, mentorship, community outreach, creation of activities and gatherings. These positive aspects of coalition work become more likely when approached with a feminist ethos of care. With care, it becomes more likely that mentor type relationships will form in coalition. And as members are added each year, these relationships serve to model how to contribute to, belong, and perform in coalition. In Feminist Rhetorical Resilience, Flynn, Sotirin, and Brady write that resilience “begins from a place of struggle and desire,” both of which are experiences known to coalitions within our field at present. Resilience is creative, animating the potential of whatever comes to hand as a suitable rhetorical ‘resource,’ be it music, linen, or family narratives” (7). Within coalition are bodies, stories, experiences, knowledge, foresight, care, effort, organization, resources, and interest. I see in feminist rhetorical resilience the relationality, agency, and sociality that I have seen in coalitions and know that there was strength in numbers, but more so in relationships. These relationships need creating, and nurturing, however. 

In coalition, and as “a group of distinct individuals who come together to cooperate in joint action toward a mutual goal (or set of goals) –not forever, but for however long it takes,” I posit that we should be intentional about creating and maintaining community (Glenn, Lunsford). Formation of community can be accomplished through writing, reflection, and sharing by the membership regarding what they hope to offer and gain by belonging. As a community, the coalition can offer a place for work, where members can leave and return as necessary throughout their careers, dedicating “however long it takes” to each fulfill their individual needs for membership. It occurs to me that members join coalition for a variety of reasons, ranging from a need to build a curriculum vitae, to searching for a way to fulfill a need as an academic who is seeking opportunities to bring about change, a combination of the two, and many reasons around and in between. I draw also from Jacqueline Jones Royster and Gesa Kirsch’s approach to research with an ethos that involves “care, introspection, and attention to the material conditions of the past and the present. It demands that we pay attention to how lived experience shapes our perspectives” (664). It is these perspectives that I believe will help to shape coalitions over the years, as members join, leave, and with hope, return. 

I believe the key to having members return is in members moving beyond joining and accepting tasks, and roles, with an assistance toward thinking, writing, and sharing about how the coalition fits into their career, and what they can contribute as a community member. For me, coalition is a special gathering of people, as it is not just a group, or meetings with people with shared goals, but a community in which members can form alliances, which suggests relationships, association, and benefits. Relationships suggest that we get to know the people with whom we coalesce, and this can be achieved through sharing of experience through writing. Writing, I posit, should take place before joining to express one’s intentions and goals for belonging, and during membership in writing retreats.

Retreating Toward Coalition

To think of a coalition as a productive academic community is to commit to the provision of a place where experience inside and outside academia can be stored, drawn from, and replenished, for the sake of the fields of rhetoric and composition, and beyond. This can be accomplished through literal time taken to retreat as a coalition, to write, and get to know one another, as well as to retreat from the group and return when ready, if ever, to offer the experiences they have gathered, once again. I wonder if this is the future of conference gatherings, as we have fewer financial resources, support, and time taken to organize conferences.

Taking into mind the ways that we could work with each other and scholars across disciplines, I believe that taking time to form community within the coalition attends to feminist praxis and to strengthening the relationships between the coalition members. Relationality is important to the success of a coalition, as it is reliant upon the resources the members can provide. By taking time to retreat, at a minimum, annually, for the sake of writing and sharing, the membership opens the possibility for reduction of feelings of exclusion, and the hurried nature of meetings where the agenda is longer than the time allotted for the meeting. With consideration of the necessities required of coalitions, such as in material and non-material contributions, we can only know what each member can or wants to contribute by taking time to ask, and then listen to written or verbal responses. 

I strongly feel that an ethos of care, trust, and relationality are necessary for a group to function. It takes trust to share lived experiences, dialogue to come to know difference outside of categorization and taxonomizing, as well as reflexivity and reflection to examine where we have been and where we would like to see our fields headed (Kerschbaum; Kirsch; Royster). This behavior is what I advocate for when these groups meet, particularly in retreat. We come up against coalition as a commonplace and can’t ignore that we don’t always know in these precarious political times who our allies are and that as a commonplace, coming together as a coalition may mean one thing for some, and not the same for others. 

Locating Members

In order to work with each other and with other scholars in rhetoric and across disciplines to create coalitions situated in lived experiences and feminist praxis, we must begin by taking time out to share knowledge about ourselves with others. I draw from feminist and composition scholars Gesa Kirsch and Joy Ritchie, as they approach caring as requiring “one to place herself in an empathetic relationship in order to understand the other’s point of view” (21). Thus, when in coalition, time must be taken to learn about where the membership is located, to move away from essentializing coalition contributors based on what we can see and to avoid taxonomizing across difference (Kerschbaum, Rich). This can be achieved through writing, discussion, or both. As well, an ethos of care means that we feel responsible for others, respecting differences that exist as individuals and in communities. I envision writing and sharing in response to questions similar to the following: 

  • Why have I chosen to be a part of this coalition? 
  • What can I contribute to this coalition?
  • What do I hope to receive as the result of belonging to this coalition?
  • What change do I hope to be a part of as a member of this coalition?

Members are often pressed for time when gathering, requiring that meetings move directly into the business of coalition rather than sharing the places from which we have come, and what inclusion in the coalition means to each member. This could take place at an annual, online retreat, for instance. Even as Fitzsimmons and Prasad share in this issue, there is a marked difference between being able to contribute and wanting to contribute. Questions such as those listed above can give a coalition member a chance to also ask themselves if their contributions are in response to being accustomed to accommodating, or over committing. These reflections could assist someone with withdrawing from the coalition or keep them from withdrawing in sight of what they can contribute. 

While motivations for coalition membership cannot be controlled, taking the time for membership to write about and explore their motivations for participation may prove surprising, as members locate the ways they can contribute, wish to contribute, and may gain beyond what they initially expected. Labor is also an issue in coalition work, as asking members to meet or retreat annually for the sake of community formation requires time and mental energy. I do believe, however, that there is a tradeoff; for the time and labor invested in building a strong coalition, there is the possibility of less turnaround in membership, better considered use of resources, and fewer chances of exclusion or members leaving without sharing the reasons why. 

Coalitional Trust

Trust is also necessary for objectives to be met in coalition. This can look like trusting the value of the work that is taking place, trusting the mission of the coalition, or trusting effectiveness of small gestures that come to pass through coalition work. I return here to my position that coalition requires the formation of community through sharing that comes from discussion and writing, as it is through these actions that membership can explore what trust means to them in professional settings. Because coalition work is situated in lived experiences, time is required to build trust for sharing these experiences and rapid turnaround in coalition makes it less possible for trust to form. With consideration to the coalition work I have done, which is predominantly in the Coalition for Community Writing, the meetings take place via Zoom, between classes, meetings, appointments with students, and sometimes during time that has been set aside for writing but pushed aside to do other meaningful work. Coalition work takes place in meetings, as well as outside meetings requiring that the coalition member keep a focus on hope, change, relationality, and reciprocity as motivators for this unpaid labor. This leaves little time for relationship or trust building, and this is not the fault of the leadership, but a reflection on the way that coalition work is organized. 

Conclusion

I envision a coalition as a productive space for inclusion that can work to disassemble fictions that challenge oppressive situations caused by and doing harm to teachers, administrators, researchers, scholars, community members, and our organizations. The field of rhetoric holds the potential to exemplify the sustaining of internal coalition work, as well as set the example for other coalitions through that which can be seen in the way of manifestos, mission statements, vision statements, strategic plans, and publications, as well as through the non-material that can be seen through recognition of social change.

In the model of coalition I imagine, and through enactments of feminist rhetorical resilience, I posit that “‘personal reflection’ becomes a means of enacting more radical forms of belonging” (Hsu 142). Coalescing looks like coming together to care for the self, for others, and as a result, for the whole, which comes to knowledge through taking time in retreat as a coalition to explore the motivations for the work, what can be given, and what might be gained. Participating in coalition requires relationality, a tenet of feminist rhetorical resilience, as it does agency, and sociality, but I argue that we cannot fully offer of ourselves as members until we take the time to reflect on our experiences as we engage feminist scholarship and rhetorical practices, share our positions openly, and discuss our locations in our fields and in our research. 

It is all too often that in coalition, positions on topics are rumored, one’s scholarship is “understood,” and difference is gathered through first impressions and assumed through superficial interaction. As we work to reshape coalitions, it is time that we “change shape to meet the exigencies of…circumstances” faced in our field, in academia, and as a country as these circumstances are important to the work we do (Flynn, Sotirin, and Brady 9). To accomplish this, we must think of coalitions in the same way that we think of our writing classrooms, requiring writing, discussion, and reflection as we discover and share our locations in our research and visions and explore what has come from and been taken away by our experiences. By doing what we already know how to do, and doing it well, we have a chance at serving in coalition in the most meaningful ways and uniting across experiences, differences, and shared goals. 

Works Cited

Anzaldúa, Gloria (Ed.), Making Face, Making Soul Haciendo Caras: Creative and Critical Perspectives by Feminists of Coloraunt lute, San Francisco (1990), pp. 15-27.

Enoch, Jessica. “‘Para la Mujer’: Defining a Chicana Feminist Rhetoric at the Turn of the Century.” College English 67.1 (2004): 20-37.

Enoch, Jessica. “Survival Stories: Feminist Historiographic Approaches to Chicana Rhetorics of Sterilization Abuse.” Rhetoric Society Quarterly 35.3 (2005): 5-30.

Flynn, Elizabeth A. and Tiffany Bourelle, eds. “Introduction.” Women’s Professional Lives in Rhetoric and Composition: Choice, Chance, and Serendipity. The Ohio State University Press, 2018. 1-27.

Flynn, Elizabeth A., Patricia Sotirin, and Ann Brady, eds. “Introduction.” Feminist Rhetorical Resilience. University Press of Colorado, 2012, pp. 1-29.

Glenn, Cheryl. “Introduction.” Rhetorical Feminism and This Thing Called Hope. Southern Illinois University Press, 2018, pp. 1-4.

Hsu, V. Jo. “Reflection as Relationality.” College Composition and Communication. 70.2, 2018, 142-168.

Jarratt, Susan C. “Feminism and composition: The Case for Conflict.” Contending with Words: Composition and Rhetoric in a Postmodern Age, 1991, pp. 105-123.

Kerschbaum, Stephanie L. “Signs of Disability, Disclosing.” Enculturation: A Journal of Rhetoric, Writing, and Culture, 2019. https://www.enculturation.net/signs-of-disability-disclosing.

Kerschbaum, Stephanie L. “Toward a New Rhetoric of Difference.” Urbana, IL: Conference on College Composition and Communication, National Council of Teachers of English, 2014.

Kirsch, Gesa E., and Joy S. Ritchie. “Beyond the Personal: Theorizing a Politics of Location in Composition Research.” College Composition and Communication, 46.1, 1995, pp. 7-29.

Lu, Min-Zhan, and Bruce Horner. “The Problematic of Experience: Redefining Critical Work in Ethnography and Pedagogy.” College English 60.3, 1998, pp. 257-277.

Pratt, Mary Louise. “Arts of the Contact Zone.” Profession, 1991, pp. 33-40.

Rich, Adrienne. “Notes toward a Politics of Location.” Women, Feminist Identity and Society in the 1980’s: Selected Papers, 1984, pp. 7-22.

Rosenberg, Lauren. “Navigating Difficulty in Classroom-Community Outreach Projects.” Community Literacy Journal 11.2, 2017, pp. 65-73.

Royster, Jacqueline Jones, and Gesa E. Kirsch. Feminist Rhetorical Practices: New Horizons for Rhetoric, Composition, and Literacy Studies. SIU Press, 2012.

Trujillo, Karen R. Enactments of Feminist Resilience in the Composition Classroom: ReScripting Post-Adversity Encounters Through Writing. Diss. New Mexico State University, 2020.

Solidarity in Feminist Iconography: Gloria Steinem, Dorothy Pitman Hughes, and the Power Fist

Introduction

Within the literature on solidarity and coalition, there is a tension between those who claim that identity is a central tool for resistance and those who caution that any identity claim engages otherness and exclusion. That latter suggests that as a political tool, identity may be an obstacle to building solidarity in coalition. To bridge this obstacle, icons can operate as cultural mediators by offering a common ground for building connection in “shifting social and political climates” between individuals at distinct intersections of identity (Roberts 83). According to Lauren Berlant, icons within women’s culture[1] can function to create an imagined common ground for viewers of different social, cultural, and economic backgrounds (5). This study draws from Berlant to suggest that feminist icons in an imagined common groundwork by soliciting “belonging via modes of sentimental realism that span fantasy and experience and claim a certain emotional generality among women” (5). In other words, feminist icons may be able to pierce emotional, experiential, and ideological dimensions of culture to build community. Like bell hooks explains in All About Love, what we imagine is vital to what we can accomplish. Writing about the definitions, ideas, and examples of love that we are exposed to throughout our lives, hooks questions what it means to belong and how we can mine cultural discourse to chart our way to our desired destination—such as a more just future. Inspired by hooks, then, I venture to ask, if we imagine it, then isn’t it real? Can this imagined-real space be more than a fantasy? Can this affective discourse become a community resource? From this space, can we create material consequences that further the vision of feminism? 

This article presents a case study of the Gloria Steinem and Dorothy Pitman Hughes photograph from 1971 by Dan Wynn (referred to in this article as the Wynn photograph) as an icon that has the potential to encourage solidarity, even though it doesn’t represent the vast array of identity formations within the community of feminists. The Wynn photograph carries historical, symbolic, and ongoing significance, capturing an iconic moment in the women’s liberation movement and the broader feminist movement of the 1970s. The black-and-white studio photograph captures the two friends standing side-by-side with their right fists in the air and solemn expressions on their faces. The prominent feminist activists Gloria Steinem and the late Dorothy Pitman Hughes[2] played crucial roles in advancing women’s rights and challenging societal norms. Steinem and Pitman Hughes embody intersectional feminist solidarity, which recognizes that individuals can face multiple forms of discrimination and oppression simultaneously based on their race, gender, class, and other intersecting identities. Specifically, Steinem and Pitman Hughes collaborated and advocated for both gender equality and racial justice and continue to serve as sources of inspiration for those working towards social justice. 

Historically, the mainstream feminist movement has struggled with inclusivity and adequately addressing the concerns of people from diverse backgrounds, sometimes being conflated entirely with white feminism. However, the image of Steinem and Pitman Hughes together continues to circulate as a reminder of the importance of diverse voices and the need for inclusive activism. While the photograph is from the 1970s, its themes and messages remain relevant today. The fight for gender equality, racial justice, and intersectional feminism continues, and the photograph can inspire and motivate current and future generations of activists. It reminds viewers of the progress made and the work still to be done in creating a more equitable and inclusive society. Focusing on this image as an icon is necessary because it has not been the focus of rhetorical study in the past; it is memorable and oft recreated; and it has maintained consistent relevance in a mainstream sociopolitical and cultural context (transcending the boundaries of 1970s feminism). In what follows, I offer background on Gloria Steinem and Dorothy Pitman Hughes relationship and discuss the significance of rhetorical iconicity. Then, I give a brief overview of the literature on feminist solidarity, often explored through the notion of coalition. I then present three rhetorical moves that the Wynn image, as a feminist icon, makes to communicate solidarity. These moves include emphasizing connection, centering civic responsibility, and circulating visual-emotional resonance. 

Gloria Steinem and Dorothy Pitman Hughes, 1971

Gloria Steinem and Dorothy Pitman Hughes met through Steinem’s journalistic work at New York Magazine in 1969. After an interview for Steinem’s column, the women formed a friendship and became speaking partners at meetings for women’s liberation on college campuses and in communities (Gutterman). Between 1969 and 1973, the women traveled as a team with other Black feminists such as radical feminist lawyer Florynce Kennedy and queer Black feminist and civil rights advocate Margaret Sloan (Baker). After their years on the road, Steinem and Pitman Hughes released the first issue of Ms. magazine in 1972. The magazine became the first national American feminist magazine and is still in print today. A year earlier, in 1971, Steinem and Pitman Hughes posed for the iconic image at the center of this case study. The Wynn photograph first appeared in the October issue of Esquire, an American men’s magazine, emphasizing a call to solidarity between the feminist and civil rights movements. Over time, the photograph has also become a representation of solidarity across different marginalized groups in the feminist movement because it emphasizes the importance of addressing various forms of oppression simultaneously.

Figure 1: Gloria Steinem and Dorothy Pitman Hughes, 1971, Dan Wynn.

The photograph itself is visually powerful and conveys a potent message, providing representation for both white and Black women in the feminist movement. The image features Steinem and Pitman Hughes positioned in front of a gray-gradient background. The simplicity of the image is striking, where the lack of excess suggests a desire to eliminate distractions from the message. The color scheme elicits a serious tone, one that is supported by their resolute expressions. The women are centered in the image, side by side, and facing the camera directly. Their gaze suggests a commitment to their message, a shamelessness in confronting the viewers as their audience. Originally, the audience was Esquire magazine’s male viewership, which positions the image as an embodiment of a challenge to the male gaze in a literal sense. 

The photograph has traveled far beyond the exclusivity of the niche Esquire magazine and sits in residence at the National Portrait Gallery, a Smithsonian institution, that “present[s] people of remarkable character and achievement” (Bagan). Steinem’s hair is straight and covers her chest, her “money pieces” (the sections of hair growing from the hairline above the forehead) are dyed light blonde—her signature look. Pitman Hughes wears her hair natural with tight coils, styled as an afro. She also wears large hoop earrings. Pitman Hughes’ hair and accessories carry an aesthetic of Black culture and style of the times donned also by iconic entertainer Diana Ross and Black feminist radical professor and activist Angela Davis.[3] Steinem and Pitman Hughes both wear long-sleeve turtlenecks in a neutral color. In front of them is neutral-colored draped fabric meant to resemble a skirt. Both women are holding their right fists clenched in the air above their heads and in front of their face, a gesture referred to as the raised fist.

Rhetorical Iconicity

Before analyzing the image, it is important to discuss the rhetorical significance of feminist iconography. Feminist iconography requires viewers to engage in critical and emotional ways that implicate both subjectivity and social change. As Lauren Berlant implies, imagined common ground is often circulated through aesthetic and emotional narratives found in books, personal testimony, essays, films, television, and other visual genres such as icons. Herein lies the rhetorical significance of icons for feminist solidarity. By engaging intentionally with feminist icons exhibiting solidarity, viewers-as-critical-consumers participate in their own civic education. This engagement brings together the political consciousness and presence of being that exist in the viewer with the political and social ongoings of society that impact communities. Popular culture narratives create and circulate a specific set of expectations that inform the role individuals assume in given interactions, dynamics, and relationships. With these narratives come icons that reference the values and outcomes of the narratives. While these narratives begin to inform an audience’s worldview, they also create community by binding members to the same promises—or the same enemy. This affective phenomena is where feminist icons may assume rhetorical power by circulating justice-oriented narratives in the public/private sphere of popular culture.

For example, “Barbie” (the idea, doll, and franchise) has been recently reintegrated into the public imagination as a feminist icon through Greta Gerwig’s critically acclaimed box-office hit film of the same name. As a doll, Barbie invokes a continually shifting narrative of women’s place in society. At first, she was introduced as an alternative role-playing toy to the common “baby doll.” The Barbie doll invited children to imagine themselves as adults with jobs and interests outside of child-rearing. While Barbie’s iconographic narrative begins by shifting public discourse on women’s domesticity to women’s career diversity and self-expression, Barbie has also been complicit in the unrealistic beauty standards and sexualization imposed on women. Yet, in 2023, Greta Gerwig reintroduces Barbie; living in “Barbieland” means that everyone has a role to play, women make the important decisions without being in competition with each other, and men function as supportive accessories. The new Barbie fantasy may be a caricature of a feminist future, but it attempts to deal with the consequences of hegemony in politics, personal development, and relationships. The film has made feminist ideals a mainstream topic of conversation in the pinkest and most hyper-feminine way possible–without trivializing them. The film seeks to offer a reimagined-real affective space through and for feminist visual culture–and it carries its power through rhetorical iconicity. 

Thus, the idea is not for trickle-down empowerment from icons, but for icons to generate conversation over the varying relationships to the images, values, and personas that they offer. Icons, as discursive articulations, allow individuals to imagine their positioning in the world. In On Racial Icons, Nicole Fleetwood contends that racial icons can function as “a counterbalance to intentionally demeaning characterization[s of Black Americans]” and that “racial icons can serve to uplift, literally and symbolically, ‘the black race’ and the nation” (4). While she is speaking specifically in the context of the national Black community, I forward that the simulation of solidarity inherent in engagement with icons is a place from which to draw a morsel of empowerment through feminist narratives as well—connecting through affinity and shared goals. Fleetwood suggests that “these images can impact us with such emotional force that we are compelled: to do, to feel, to see” (4). This process, albeit in reverse, mediated consciousness-raising manifests in the 21st-century through popular culture discourse. Interacting with visually-represented solidarity in feminist iconography through sight simulates emotional connection of differently-experienced (yet shared) narratives among non-men in patriarchy, all with the hope that the connection is strong enough to bring us together in action. 

I recognize that this process is an appropriation of an externally provided image and the role that accompanies it. But if this phenomenon is already taking place, let us analyze the apparatus by which this kind of interpellation is imposed. Judith Lakämper suggests that the basis for solidarity is not the “affective attachment to a shared fantasy” but “from an investment in the conversation with others who struggle in similar, yet also different, ways with the genres they encounter” (134; 132).  Despite the advancements in women’s rights, the changing landscape of media, and the mainstreaming of feminist discourse, communities continue to organize around images from a shared feminist history. The Wynn photograph has endured as a featured visual of feminist activism for over fifty years in various forms including posters at protests, images in social media posts, alluded to in reenacted photographs by people of all ages, races, and backgrounds, and more. In this case study, I argue that the image exhibits solidarity through three rhetorical moves: emphasizing connection between differently positioned women in political discourse, centering civic responsibility to respond to social injustice, and projecting visual-emotional resonance that transcends generations. 

Solidarity and Feminism

I define solidarity as a sense of shared responsibility for the wellbeing of others. Often, a problem arises when theorizing the relationship between individual and community in a politics of equity and change. On the one hand, feminism underscores subjectivity, a perspective coming from a specific body, history, and status, as a place from which to draw knowledge. On the other hand, feminism values systemic change, the fundamental reform of social protocol and procedures that exceed individual circumstances of oppression. These foci, subjectivity and social change, engage a duality of feminism, one which requires attention to the individual as well as the community in achieving feminist goals. Solidarity brings these foci together in considering the self in relation to others in the pursuit of shared goals. More specifically, this study posits that the visuality of solidarity in feminist iconography requires views to engage in critical and emotional ways that implicate both subjectivity and social change.

A particularly feminist solidarity refers to a coalitional response to inequitable treatment of minoritized people and communities. Alice Wickstrom et al. suggest that solidarity “emerges from the capacity to affect and be affected, through care, compassion, and empathy with and for others” with the goal of “social transformations that are made possible through ‘democratic engagement’” (857). The hinge here is that solidarity is care with a purpose carried out through affective and political encounters of care and advocacy. I’m interested in framing solidarity as an embodied practice rather than a democratic engagement. The affordance here is to be able to emphasize the bodily, and otherwise material, elements of solidarity. Coming from a new materialist perspective, Wickstrom et al. acknowledge that while “discursive assemblages between different bodies” are not inherently aligned, that the “embodied struggles support the emergence of solidarity” through a shared sense of vulnerability, public affirmation, and symbolic resources. In other words, the source and manifestation of oppression, and the language used to identify it, might not be universal. However, willingness to share, responsiveness and recognition, and common references—such as popular culture icons—allow feminists to enact solidarity. In the case of this study, Gloria Steinem and Dorothy Pitman Hughes’ friendship and political partnership offers a prolific example of the power of unity in the face of difference. 

While feminist solidarity can be founded on personal meaning attached to experience and the commonalities thereof, the presence of power imbalances, ideological differences, and the impact of historical relationships to power and privilege should not be ignored. For example, Linda Berg and Maria Carbin illustrate the damaging effects of “we” rhetorics under the guise of feminist solidarity. After an attack on a Muslim woman in Sweden, Muslim feminist activists started #HijabUppropet (#HijabOutcry), a call for Swedish feminists to post selfies wearing hijab. Berg and Carbin illustrate how the well-intentioned participation of non-Muslim Swedish women risked “reinstalling the white citizen as the self-evident subject of feminist solidarity” through cultural appropriation (134). The visuality of white women in hijab obscures the racist motives that prompt violent attacks. Rather than condemning racism, prejudice, and hatred, the campaign turned into a conversation about the right for all women to choose to cover. The study illustrates 1) that there are still barriers for women of color to function as agents of feminist solidarity as well as 2) the stumbling blocks in the visual enactment of solidarity. 

In the case of the Wynn photograph, similar imbalances became apparent in the rhetorical life of the image. While the women are featured in the photograph in equal measure, the Esquire article that first accompanied the image framed their activism solely in the context of Steinem’s contributions to the women’s movement. In the years to follow, Steinem’s fame and public intrigue overshadowed Pitman Hughes, and other non-white activists, in mainstream coverage of feminist activism. In fact, Gloria Steinem has been referred to as “the world’s most famous feminist” despite her consistently collaborative engagement with feminist activism suggesting that she rarely acts alone (Karbo). In any case, the visual harmony represented in the image does not necessarily mirror the public perception of the figures in the photograph, but that doesn’t change the complementary nature of their friendship and the work they were able to accomplish together.  

Clearly, any attempt to describe membership or belonging also implies a boundary, indicating which groups or individuals are different or “other.” Thus, within the literature on solidarity and identity, there is a tension between schools of thought. On one hand, there are those who claim that identity is a central tool for resistance. On the other hand, there are those who caution that identity is an obstacle to solidarity rather than a tool because any identity claim has the consequence of imposing otherness and exclusion. A solution to this tension might be to encourage an active construction of identity rather than assuming identity from fixed categories. Similarly, Elizabeth R. Cole and Zakiya T. Luna discuss how feminists reconceptualize identity as an articulation of how their bodies are controlled by the state, rather than any inherent association with their embodied identity. Their study illustrates how feminists who occupy subordinated identities have developed a complex understanding of the ways that identities are crafted through lived experience, rather than through phenotypic commonalities as sole points of connection.

However, active constructions of identity may not account for the imposition of others’ perspectives of that identity. Agnes Varda speaks to this imposition, citing the power of seeing and looking in reclaiming one’s subjectivity. In an interview documented in the film Filming Desire, Varda states, “The first feminist gesture is to say: ‘OK, they’re looking at me. But I’m looking at them.’ The act of deciding to look, of deciding that the world is not defined by how people see me, but how I see them” (Mandy). Her assertion underscores the rhetorical significance of paying attention and looking. The starting point for a feminist praxis, according to Varda, is to look, to pay attention, to see from where we stand, to critically consume the world around us, and to construct our worldview from meaning that resonates with our experience. In a sense, Varda asks us to make peace with being seen and to ground ourselves in the power of looking back. Thus, this project brings a feminist rhetorical perspective to the potentialities of viewer engagement with textual, visual, and material properties of icons that may significantly, but often implicitly, affect citizens’ understanding of their own role in the community.

Solidarity in Feminist Iconography 

Earlier in the essay, I describe the image from the National Portrait Gallery that hosts the image in its entirety (shown in Figure 1). While it is important to consider the background and context of this image as part of the rhetorical situation within a case study, it is also important to recognize that the context in which the photograph is encountered is oftentimes absent of the photograph’s origin story and historical significance—a typical occurrence in the rhetorical life of icons. As the visual dimension of images exists in a constant present, remaining unchanged by and untethered to the passing of time, ideology embedded in the image is often detached from specific context when the image stands alone—or the image may take on the context of other rhetorical situations through circulation. For this reason, I analyze the image as an image, observe the visual and rhetorical presence of solidarity, and draw from Robert Hariman and John Louis Lucaites to pull visual and contextual significance from the image and its history. In doing so, my goal is to illustrate the resonance of solidarity in feminist iconography.

Emphasizing Connection

Minimizing differences maximizes unity in the context of this photograph. The nature of iconic imagery lies largely in its ability to reproduce ideology. Especially evident in the Wynn photograph is a visual phenomenon of icons which “presents asymmetrical relationships as if they were mutually beneficial” (Hariman and Lucaites 9). The racial incongruity between Steinem and Pitman Hughes has been a source of skepticism and, at times, a dismissal of their call to solidarity. However, the composition of the image and the congruity of their styling suggests that both figures are equally important in the frame[work] of their efforts. This marked phenomenon of iconicity suggests that the image “presents a social order as if it were a natural order” (9). Without containing any reference to the contrary, the image omits any notion of misalignment between the figures. In this sense, the image begins from a place of sameness or similarity to emphasize the call to solidarity. The color palette, the framing, and the sameness in stance, gesture, expression, and dress bring the women together in their call to solidarity. 

The intentionality of the image in its totality mirrors the intentionality of Steinem and Pitman Hughes activism in a number of ways. First, filtering the image in black-and-white eliminates a stark contrast in skin pigment without obscuring that the women come from different racial backgrounds. This choice is important because ignoring difference can result in erasure of differently experienced forces of oppression, a pitfall that contemporary feminism is wont to avoid. However, the filter creates a uniform color palette that allows for an overall harmonious visual. Second, no woman is centered in the image. This choice allows for both women to take up as much space as their bodies require without framing any individual as the “subject” or “star” of the image. According to Hariman and Lucaites, “photography is grounded in phenomenological devices crucial to establishing the performative experience” (31). In other words, the camera shapes the viewer’s perception and actively involves viewers in constructing meaning, leading to a performative experience where they engage with the photograph on a subjective level. The framing, or boundaries of the photograph, marks the work as a special selection of reality that, in this case, is situated in feminist and civil rights activism of the 1960s and 1970s. Thus, the framing of the image allows that they are both expressing the message of solidarity and action in the image. Had either woman been in the foreground of the image, the message of solidarity would have been associated more so with the foregrounded person. Similarly to the lack of centering, had only one person been making the gesture, the call to solidarity would have been associated with only one person or one cause—and may not have been as compelling.

Third, the fashion in the image strives to create the sense of togetherness. This is where the power of clothing and the composure of dress is utilized. The turtlenecks offer a streamlined, dramatic, and striking silhouette that aligns with the urgency of their call to solidarity. During the 1970s, during which Steinem and Pitman Hughes worked together through their activism, turtlenecks were fashionable for other activism and advocacy groups. For example, Black Panthers and their supporters often wore black turtlenecks. While sporting a different color, the choice in dress for the Wynn image brings together the origins of the raised fist gesture in the fight for racial equality with the feminist aim of securing women’s rights. The clothes bring the women together visually as one, most notably in the choice to stand together behind the abstract skirt. The sharing of a skirt suggests that the women are presenting a united front as women, for the skirt in 1970s mainstream America was seen as a predominantly female style. Thus, the photograph speaks to women supporting women in the face of injustice, while demanding audience involvement in, or at least awareness of, the cause.

Centering Civic Responsibility

The women are united in solidarity most overtly through the raised fist gesture, a gesture laden with a message of equality and namely civil rights. When the photograph was taken, the raised fist was also referred to as the Black power salute. Thus, the Wynn image is an interesting space to think about communicating social knowledge. In No Caption Needed: Iconic Photographs, Public Culture, and Liberal Democracy, Hariman and Lucaites[4] say that an iconic photograph “must activate deep structures of belief that guide social interaction and civic judgment and then apply them to the particulate case” (10). Undoubtedly, the image communicates social knowledge through its historical and cultural significance, but it also contradicts hegemonic ideologies sex and race. Namely, the image communicates the civic responsibility to advocate for and prioritize human rights, racial and gendered. However, this social knowledge does not necessarily come from “deep structures of belief that guide social interaction and civic judgment.” The social knowledge in the image contradicts deep structures that guide belief because the dominant ideology at the time of the image’s creation did not align with the political aims for which Steinem and Pitman Hughes were advocating. Hariman and Lucaites write that iconic images are born in conflict or confusion (36). The raised fist might not have become a powerful symbol if equality and civil rights were already embedded in society’s deep structures of belief. The kind of social knowledge in the iconic image comes from critical thinking, awareness, and a compulsion to move toward more just social practices. 

Thus, the exigence of the image is to contradict the status quo through solidarity. However, looking at the image from a contemporary standpoint, the raised fist is more likely seen as a symbol of solidarity and pride specific to the Black community. The Wynn image itself follows another iconic moment that took place at the 1968 Olympics in Mexico City. During the medal ceremony for the track event, Tommie Smith and John Carlos, two Black male Olympic sprinters, held their fists in the air with heads bowed for the entirety of the American national anthem (shown in Figure 2). The gesture was embodied to honor the Black community in America, but also to draw attention to the Olympic Project for Human Rights at San Jose State University, addressing the continued prejudice imposed on Black America. It is worth noting that their demonstration involved more than the raised fist gesture, but other material and symbolic references to racial and social injustice in the United States on a notably apolitical international stage.[5] However, what these historical moments share are the centering of Black activism on the world stage, the signification of solidarity in community, and a demonstration by a pair of activists. 

Figure 2: Photograph of Tommie Smith and John Carlos standing on the Olympic podium, shot in 1968 (Zirin).

There is similar, albeit astonishingly unequal, negative feedback in the reception of the Olympians’ and the feminists’ political gesture. In Smith and Carlos’ case, they received a lifetime Olympic ban and Smith lost his NFL offer, among other unjust consequences[6] (Marinelli 446). In Steinem and Pitman Hughes’ case, the Esquire article framed their activism solely in the context of Steinem’s contributions to the women’s movement, all the while calling Steinem’s character into question. In the accompanying article titled “She: The Awesome Power of Gloria Steinem,” Leonard Levitt assessed that Steinem was “good at manipulating the very rich and the very famous” and described her writing as “pedestrian” (87, 202). As evidenced by the title, he dramatically obscured the presence and relevance of Pitman Hughes all the while publishing disparaging commentary on Steinem. Additionally, Levitt ignored the presence of the raised fist gesture in the image, which could reveal a causality between the efficacy of the raised fist and the bodies that wield it. For two black bodies upholding the gesture received condemnation on an international level, while the visuality of resistance from an interracial female pair is at first dismissed and, later, exalted as a beacon of feminist hope, history, and solidarity.[7] ​​ 

There are key differences in the images, to be sure, including the rhetorical situation of each image, the posture and stance of the subjects, and the way they are dressed. The image of Steinem and Pitman Hughes was less extemporaneous in that it was planned for, staged, and studio quality, serving as visual accompaniment to an article about Steinem’s activism for liberation. Not to mention that the visualization of women’s bodies in a men’s magazine drew a different kind of attention to the gesture of solidarity—one that had the consequence of undermining the significance of social justice activism and feminism in general. As alluded to earlier, Steinem and Pitman Hughes appropriate a demonstration of racial power as a demonstration of women’s/feminist activism. This gesture embodies a contemporary intersectional feminist rhetoric of solidarity by inserting a visual marker that counters the idea of white feminism. With the origins of the raised fist located squarely in Black counter politics, the fist interrupts a reading of the article that takes-for-granted Steinem’s whiteness and beauty as the central draws of her image as a public figure. While the performative stance between the Olympic moment and the Esquire photo are similar, the difference in response and ultimately in rhetorical effect can be traced to the bodies “speaking” and the rhetorical situations in which those bodies exist.

Circulating Visual-Emotional Resonance

Because the outcomes of justice and solidarity discourse are deeply tied to the material conditions of women, people of color, and marginalized communities, there is an element of emotionality that the image evokes. Physical bodies center the humanity of feminist activism in a way that text and caricature do not. Hariman and Lucaites write that the performance trafficked by bodies evokes emotional responses when the expressive body is placed in the social space of the photograph. The social space of the photograph refers to the social nature in which photographs are shot and experienced, creating a network between the photographer, the camera, the figures in the image, and the viewer. In the case of the Wynn photograph, the image deals with deeply personal and socially significant issues related to gender equality, identity, and power dynamics—all of which are relevant to ourselves and our loved ones in one way or another. Combining the social and psychological attachment to these issues with our attachment to our desire for personal and communal well-being is going to bring about an emotional response. These emotional responses form a powerful basis for solidarity and action through the rhetorical situation of icons as still imagery (36).

Alongside the subject matter, the apparatus of the image is involved in an interactive dynamic with the viewer that involves emotional resonance. Hariman and Lucaites explain that one observes social interaction depicted within the frame and by doing so, those in the frame are put into a social relationship with the viewer (36). Steinem and Pitman Hughes, purposefully or not, are utilizing this feature of photography to speak directly to the viewer and bring them into a conversation about change. Particularly, it is important for iconic imagery to situate a message within a particular scene and specific moral context, both of which the Wynn image exemplifies as a visual artifact of justice activism and feminism, more specifically. The clear message embedded in the image, and the emotional resonance associated with humanitarian work, has allowed the image to evolve as “a technique for visual persuasion” in specific rights-related political discourse (Hariman and Lucaites 12). Because it is easily referenced, reproduced, and altered, the image offers a means to tap into the power of circulation and the rich intertext of iconic allusiveness for rhetorical effect through its persuasive emotional efficacy.

Notably, the image is present at high points of contemporary feminist activism such as the Women’s March of 2016, the rally against the murder of George Floyd at the hands of police in 2020 (shown in Figure 3), and the Pro-Choice protests of 2022. Not only do the messages in the photograph clearly resonate, but there are layers of historical significance that bring the image into context with leading feminist concerns of today such as antiracism and justice, women’s rights, and representation. According to Hariman and Lucaites, iconic photographs are “accessible and centrally positioned…images for exploring how political action and inaction can be constituted and controlled through visual media that tap into public memory” (5, 6). The continued presence of the image within feminist organizing as well as the digital sphere suggests that it is influential in shaping collective memory as well as providing figural resources for communicative action. The emotional impact of the Wynn photograph lies in its representation of unity, empowerment, intersectionality, historical significance, and the ongoing fight for equality. It encapsulates the spirit of activism and the deeply felt emotions that come with advocating for social change. Not only does the emotional resonance of the image come from its association with the progress Steinem and Pitman Hughes helped achieve, but the emotions conveyed in the image are timeless and continue to resonate with people today. The struggle for gender and racial equality is ongoing, making the image relevant and emotionally charged in contemporary contexts. All the while, its reproduction and reenactment evidences the impactful and resonating rhetoric of feminist iconicity.  

Figure 3: Photograph of person holding the Wynn image on a protest sign at a rally against the killing of George Floyd, 2020, Kevin Mazur.

The image’s role as a tap into the public memory has allowed for its capacity to influence to increase over time. To learn where the image has gone and how it has served feminists, I took to the internet.[8] I was able to trace a plethora of hits that feature the image, including but not limited to: Articles, message boards, social media posts, timelines, captions, art, retail pages, blogs, listicles, press releases, film reviews, event pages, college websites, fundraisers, podcasts, interviews, women’s march posters, and online exhibits. The most striking outcome of my search was not that the image has lived in all of the aforementioned rhetorical situations, but that it had been reenacted over the years by all different kinds of people. The specificity of the image creates opportunities for reproductions, demonstrating how aesthetic familiarity factors into iconic efficacy. In fact, the three elements outlined earlier (color palette; framing; shared stance, gesture, expression, and dress) have continued to be present in replications. Aesthetic familiarity stems from “the realm of everyday experience and common sense” that creates a “moment of visual eloquence” (Hariman and Lucaites 30). This again draws heavily from the embodiment of the call to solidarity in the raised fist but also through the visuality of the female body in the simple and visually uncomplicated composition of the photograph.

Figure 4: Photograph of two young girls reenacting the Wynn image, 2021, Shauna Upp Pellegrini.

As demonstrated by the photograph of the young girls recreating the image (Figure 4), icons interpolate a form of citizenship that can be imitated. In “Rhetorical Citizenship: Studying the Discursive Crafting and Enactment of Citizenship,” Christian Kock and Lisa S. Villadsen write that the “notion of rhetorical citizenship offers a frame for studying very diverse discursive and other symbolic formations to see how they may either contribute to or alter common conceptions and practices relating to societal identity and cohesion” (582). Icons, as discursive and symbolic formations, can define relationships between civic actors by functioning as a mode of civic performance (Hariman and Lucaites 12, 30). In the case of Wynn photograph, the image offers a civic through an enactment of feminist values of friendship, solidarity, and activism. Both women exude a sense of empowerment and confidence in the image. Their raised fists and assertive gestures convey the idea that they are standing up against inequality and injustice, emphasizing the importance of self-empowerment in the fight for equality. 

By posing with their bodies in a confrontational stance, holding a politically charged gesture, Steinem and Pitman Hughes demonstrate that they are women with power to advocate for their stake in the political discourse. While they contradict the dominant ideology in capitalist patriarchy, they are defining an oppositional relationship to the state—and the opportunity to catalyze dissent is powerful for feminist theorizing on a large scale. Viewers who feel represented by the icon are realized not as individuals, but as feminists, dissenters, citizens, or other politically implicated interpellations. However, because representation is always incapable of reproducing the social totality, any political discourse or image necessarily fails to meet all needs while it cannot avoid signifying biases, exclusions, and denials (37). The image itself is not a perfect model or representation of solidarity, equality, womanhood, or anything else, but it offers a visual touchstone in an often abstract political discourse. 

Figure 5: Gloria Steinem and Dorothy Pitman Hughes, 2013, Dan Bagan.

In 2013, Gloria Steinem and Dorothy Pitman Hughes reenacted the Wynn photograph themselves at a birthday party and fundraiser organized by Pitman Hughes. According to Dan Bagan, the photographer of the 2013 photograph (Figure 5), someone from the crowd “of hundreds” called out for the women “to do the salute” (Hampton). Referring, of course, to the raised first that is part of their visual legacy as friends and activists. Reenacting a photograph can be a way to commemorate a significant moment in history and reflect on the progress made since then. It allows individuals to revisit their past activism and the impact it has had on the feminist movement and society as a whole. By reenacting their photograph, Steinem and Pitman Hughes reflect the continued relevance of their message and ideals, reminding audiences of the ongoing struggle for gender equality and social justice and emphasizing that the issues they fought for are still pertinent today. Reenactments of iconic images can generate conversations, raise awareness, and reinvigorate public interest in specific issues. By revisiting the photograph and sharing the reenactment, Steinem and Pitman Hughes can reignite discussions on feminism, gender equality, and social justice, prompting a renewed focus on these topics.

Limitations 

While Gloria Steinem’s national media presence only grew, Dorothy Pitman Hughes continued to prioritize community activism. Some of her endeavors involved grassroots organizing in Harlem, advocating for Black-owned businesses, and urging the importance of childcare and welfare as tenets of the women’s movement. The only biography written about Pitman Hughes features the iconic raised fist photograph as the cover image. Titled With Her Fist Raised: Dorothy Pitman Hughes and the Transformative Power of Black Community Activism and written by Laura L. Lovett, the book was published in 2021 (Figure 6). Pitman Hughes shares the cover of her own biography with Steinem. Although Steinem’s image appears faded, leaving Pitman Hughes a highlighted figure. This choice begs several questions. Does Pitman Hughes only bear recognition for her proximity to Steinem? Is the image a way for the publishers to profit from Steinem’s commodified image? Did the publishers think the biography wouldn’t sell without centering the friendship between Steinem and Pitman Hughes? There was certainly an effort to emphasize Pitman Hughes as the “main character” in the image, so why include Steinem at all? Predictably, the culprit here would be racial capitalism, but also white-heteronormative standards of beauty that are universalized in America, and the centrality of white women in the women’s movement. 

Figure 6: Image of the book cover of With Her Fist Raised: Dorothy Pitman Hughes and the Transformative Power of Black Community Activism by Laura L. Lovett, 2021.

While the media’s fascination with Steinem brought attention to the causes she championed, it also served to erase the presence of the other valuable leaders of the Women’s Movement such as Pitman Hughes. Pitman Hughes’ made enduring contributions to feminism, civil rights, and humanitarian welfare, becoming a noted community activist when she began raising money for imprisoned civil rights protesters in the 1960s. Raising three daughters, she took it upon herself to address a lack of childcare services in her neighborhood. In 1966, she founded the West 80th Street Community Child Day Care Center in Manhattan, charging a tuition fee of five dollars per child per week, regardless of income bracket. The day care center became a community resource that offered professionalization opportunities and housing assistance. These efforts are in line with Pitman Hughes’ foundation for her feminism, which stems from the need for safety, food, shelter, and childcare, health and safety issues that white feminism has often failed to take up holistically and inclusively. 

Conclusion

In this study, I analyzed the rhetorical significance of solidarity in feminist iconic imagery through Dan Wynn’s 1971 photograph of Gloria Steinem and Dorothy Pitman Hughes. In doing so, I presented three rhetorical moves that the Wynn photograph makes as a feminist icon to communicate solidarity: emphasizing connection between differently positioned women in political discourse, centering civic responsibility to respond to social injustice, and projecting visual-emotional resonance that has endured as a featured visual of feminist activism for over fifty years. Steinem and Hughes were not only collaborators but also friends. The genuine camaraderie between them is evident in the image, reflecting the emotional support that can be found in alliances formed through shared ideals. The image has become an inspirational symbol for feminists and activists who seek to challenge systemic inequalities. It reminds individuals of the power of solidarity and the importance of standing up for justice. The photograph was taken during a period of significant social and political change, when the women’s liberation movement and the civil rights movement were intersecting. 

Serving as a visual representation of the changing landscape of feminism, the photograph’s continued relevance to feminist causes of today also serves as a reminder that there is more work to be done. By revisiting feminist iconography as rhetorical scholars, we can continue the work of interrogating the imbrication of racial capitalism in popular culture. A few ways we might take up this challenge would be to examine how capitalist systems co-opt feminist ideals for profit while perpetuating inequality and exploitation; how media portrays women and their agency in relation to consumerism, work, and activism; and how marginalized communities use these icons to challenge racial capitalism and demand justice. This approach can help shed light on the ways in which systems of oppression operate so as to empower individuals and communities to resist and demand change. 

Works Cited

Bagan, Dan. “Gloria Steinem and Dorothy Pitman Hughes.” National Portrait Gallery, 2013, https://npg.si.edu/object/npg_NPG.2017.105.

Baker, Carrie N. “The Story of Iconic Feminist Dorothy Pitman Hughes: ‘With Her Fist Raised.’” Ms. Magazine, The Feminist Majority Foundation, 23 Sept 2021, https://msmagazine.com/2021/09/09/dorothy-pitman-hughes-feminist-gloria-steinem-who-founded-ms-magazine/

Berg, Linda, and Maria Carbin. “Troubling Solidarity: Anti-Racist Feminist Protest in a  Digitalized Time.” Women’s Studies Quarterly, vol. 46, no. 3 & 4, 2018, pp. 120–36, https://doi.org/10.1353/wsq.2018.0035.

Berlant, Lauren. The Female Complaint: The Unfinished Business of Sentimentality in American Culture. Durham, NC: Duke University Press, 2008, p. 5.

Cole, Elizabeth R., and Zakiya T. Luna. “Making Coalitions Work: Solidarity Across Difference Within US Feminism.” Feminist Studies, vol. 36, no. 1, 2010, pp. 71–98.

Fleetwood, Nicole. On Racial Icons. Rutgers University Press, 2015.

Gutterman, Annabel. “Beyond Gloria Steinem: What to Know About the Women of Color Who  Were Instrumental to the Women’s Liberation Movement.” Time Magazine, 30 Sept 2020, https://time.com/5894877/glorias-movie-activists/. 

Hampton, Laura. “Smithsonian Claims Local Photographer’s Remake of Iconic Photo.” The St. Augustine Record, 2017 17 Oct., https://www.staugustine.com/story/lifestyle/2017/10/17/smithsonian-claims-local-photographer-s-remake-iconic-photo/16290962007/.  

Hariman, Robert., and Lucaites, John Louis. No Caption Needed: Iconic Photographs, Public Culture, and Liberal Democracy. University of Chicago Press, 2007.

hooks, bell. All About Love. William Morrow Paperbacks, 2018.

Karbo, Karen. “How Gloria Steinem Became the ‘World’s Most Famous Feminist’.” National Geographic, 25 March, 2019, https://www.nationalgeographic.com/culture/article/how-gloria-steinem-became-worlds-most-famous-feminist

Kock, Christian, and Villadsen, Lisa S. “Rhetorical Citizenship: Studying the Discursive  Crafting and Enactment of Citizenship.” Citizenship Studies, vol. 21, no. 5, 2017, pp. 570–586.

Lakämper, Judith. “Affective Dissonance, Neoliberal Postfeminism and the Foreclosure of  Solidarity.” Feminist Theory, vol. 18, no. 2, 2017, pp. 119–35, https://doi.org/10.1177/1464700117700041.

Levitt, Leonard. “She: The Awesome Power of Gloria Steinem.” Esquire, 1 Oct 1971, https://classic.esquire.com/article/1971/10/1/she.  

Lovett, Laura L. “With Her Fist Raised: Dorothy Pitman Hughes and the Transformative Power of Black Community Activism.” Beacon Press, 2021.

Mandy, Marie, director. Filming Desire: A Journey Through Women’s Film. France, 2000, https://www.wmm.com/catalog/film/filming-desire/

Marinelli, Kevin. “Placing Second: Empathic Unsettlement as a Vehicle of Consubstantiality at the Silent Gesture statue of Tommie Smith and John Carlos.” Memory Studies, vol. 10,4, 2017, pp. 440–458.

Mazur, Kevin. “Protests Against Police Brutality Over Death Of George Floyd Continue In NYC.” Getty Images, 2020, https://www.gettyimages.co.uk/detail/news-photo/protester-holds-a-poster-that-shows-an-image-of-gloria-news-photo/1233491951?adppopup=true

Noveck, Jocelyn. “Pioneering Black Feminist Dorothy Pitman Hughes Dies at 84.” FOX 5 Atlanta, FOX 5 Atlanta, 11 Dec. 2022, https://apnews.com/article/new-york-city-gloria-steinem-d5c11ee749bfc94f4834622b28b2bcc4

Roberts, Chadwick. “The Politics of Farrah’s Body: The Female Icon as Cultural Embodiment.” The Journal of Popular Culture, vol. 37, no. 1, 2003, pp. 83–104.

Upp Pellegrini, Shauna. “Her Story: Gloria Steinem and Dorothy Pitman-Hughes.” She Made History, 4 Mar. 2021, http://shemadehistory.com/dorothy-pitman-hughes-and-gloria-steinem/. 

Wickström, Alice, et al. “Feminist Solidarity: Practices, Politics, and Possibilities.” Gender, Work, and Organization, vol. 28, no. 3, 2021, pp. 857–63,https://doi.org/10.1111/gwao.12689.

Wynn, Dan. “Gloria Steinem and Dorothy Pitman Hughes.” National Portrait Gallery, 1971, https://npg.si.edu/object/npg_NPG.2005.121. 1 May 2023.

Zirin, Dave. “Fists of Freedom: An Olympic Story Not Taught in School.” Zinn Education Project: Teaching People’s History, 2012 June 23, https://www.zinnedproject.org/if-we-knew-our-history/fists-of-freedom-an-olympic-story-not-taught-in-school/


End Notes

[1] A “women’s culture” is distinguished by a view that women inevitably have something in common and need a conversation that feels intimate and revelatory (Berlant 5).

[2] Dorothy Pitman Hughes passed away on December 1st, 2022  at the home of her family in Tampa. She was 84 years old (Noveck).

[3]   Nicole Fleetwood traces Davis’ perspective on the uptake of her aesthetic during the early 70s. She summarizes: “Davis explains how the attack on black radical and progressive thinking and style during the era subjected many, Afro-wearing black women to routine stops and searches by law enforcement. Yet she notes as well how the Afro has become aestheticized and depoliticized as fashion and style for consumer culture” (68).

[4] They also add that photographs are a particularly apt medium for enacting this phenomenon because they are a mute record of social performance.

[5] For more on the context of Smith and Carlos’ demonstration at the 1968 Olympics, please visit: https://www.zinnedproject.org/if-we-knew-our-history/fists-of-freedom-an-olympic-story-not-taught-in-school/

[6] It would take decades before their stance would be nationally celebrated and the athletes seen as heroes of racial protest. In 2005, San Jose State University unveiled a 22-foot high statue of their protest titled Victory Salute. In most cases, lasting iconicity takes time to cement itself in the public imagination, where meaning can surface beyond first impressions and the social mores of a given time period.

[7] This is further supported by the caption under the photograph in Esquire’s original printing. It reads: “Body and Soul. Gloria Steinem and her partner, Dorothy Pitman Hughes, demonstrate the style that has thrilled audiences on the Women’s Liberation lecture circuit” (Levitt 89). The term “thrilled” has a positive connotation.

[8] A limitation of this approach is in the 22-years between the creation of the original image and the creation of the internet for public use in 1993, which did not promise universal access. In addition, the evolution of the internet and computer software has made early communicative platforms obsolete and unreachable. However, I was able to collect 84 meaningful hits (out of 835 total hits) published between 2000 and 2021, searching until I did not come across any new hits. The collection includes hits featuring the image alongside text, all of which refer to the image as iconic and feminist. This collection cannot account for the existence of the image in posters on walls, t-shirts, collages, and other meaningful manifestations.

Learning from Student Activists and Responding to Attacks on Critical Race Theory

Introduction

Histories of student activism within rhetoric and composition have looked at The City University of New York (CUNY) open-admissions policy to demonstrate the foundational influence BIPOC students have had on our profession. In particular, Carmen Kynard’s work in Vernacular Insurrections famously resituated CUNY’s open admission policies in “the larger constellation of Black and Puerto Rican activism in New York City” and thereby challenged our discipline’s identification of Mina Shaughnessy’s role as a founding figure in basic writing and the broader “white integrationist narrative” (150). Revealing how our profession has suppressed the legacy of Black and Latinx student activism, Kynard challenges historians in rhetoric and composition to constitute our discipline based on the coalitional leadership of BIPOC student activists. Responding to Kynard’s challenge means researching the institutional contexts impacted by and responsive to student-led social movements and analyzing the archival materials related to those movements. In opposition to the seminal histories of our discipline, which considered the publications of major professional journals (Berlin), the classrooms of Harvard professors (Brereton), the intellectual histories surrounding the first-year writing classroom (Crowley), and the major textbooks used by composition instructors (Connors), Kynard looked to the activism of Black and Puerto Rican students that worked to transform their university to resemble their neighborhoods and communities.

Many scholars have echoed Kynard’s call to center histories of our discipline on BIPOC students’ activism (Gilyard; Trimbur; Molloy). These studies have coincided with a turn toward the local histories of HBCUs, HSIs, Normal Schools, and high schools (Kates; Gold, Rhetoric at the Margins; Enoch; Mendenhall). Similarly, our goal is to center the student activists on our campus at the University of Arizona who fought to make their institution responsive to the cultures and languages of their communities, and it builds on the movement among historians in rhetoric and composition who research the experiences of teachers and students who worked in institutions responding to the social, political, and economic challenges facing students. For example, the research featured in Donahue and Moon’s edited collection, Local Histories, captured the diversity of writing instruction across regional and educational contexts in the US by studying a range of archival material: students’ notes, accounts of institution celebrations, teacher’s formal writings, annual report, course catalogs, and faculty minutes (5). Ostergaard and Wood’s In the Archives of Composition extended Local Histories by featuring research on the sites where a majority of students in the US were taught to write: high schools and normal schools. Ostergaard and Wood argue that “local stories can reveal powerful counter-narratives as well as co-narratives that may productively complicate our sense of our own disciplinary past” (20).  

We build on these histories by centering (via Kynard) how Black and Mexican American student activists disrupted white hegemony at the University of Arizona during the 1960s and 1970s. Specifically, we examine two parallel initiatives during the 1969-1970 academic year: (1) the Black Student Union’s (BSU) campaign to cancel all athletic events with Brigham Young University because of that institution’s affiliation with the Church of Latter-Day Saints, whose racist doctrines at the time excluded Black people from becoming priests, and (2) the Mexican American Liberation Committee’s (MALC) campaign to revise the “tokenizing” and “concocted” Mexican American Studies (MAS) program used to “appease the Chicano community at large and the Chicano student body in particular” (Bradford, “MALC Rejects”). The parallel efforts provide critical examples of how students today might craft their own coalitional tactics among constituents on their campuses and within their surrounding communities to defend the rights currently under attack with the demonization of CRT. In other words, we argue that teaching the history of coalitions on our campuses may promote coalitional thinking among teachers and students now. 

Our approach draws from Natasha Jones’s concept of coalitional learning. Jones defines coalitions “as relational, dynamic configurations that are attuned to issues of power, privilege, and positionality while actively pursuing options for addressing and redressing inequities and oppressions” (519). This notion of coalition is rooted in the legacy of black feminists who recognize “that the major systems of oppression are interlocking” and require collective and integrative action (“Combahee River Collective”). Jones and a chorus of transdisciplinary scholars in technical professional writing and composition studies build from Black feminist traditions to theorize how “an intersectional understanding of oppression requires a coalitional approach to change” (Walton et al. 12). Importantly, coalitional learning asks teachers and students to work across boundaries of discipline, privilege, power, and difference to address the specific problems they face. In this way, we believe that coalitional learning provides historians in rhetoric and composition with an important call to teach the history of coalitions to inspire coalitional thinking. 

We also invite scholars to conduct their own archival research on student activism on their campuses and consider how that activism speaks to current political moments. Our study and others like it encourage students “to show solidarity with a broader transhistorical community” of student activists who have combated white hegemony at their universities (Graban and Hayden 8). We hope our study of the archives of past student activists will help readers consider how they might use such research on their own campuses to combat attacks on school curricula, especially those centered on CRT efforts.       

In the following sections, we first explicate how, in 1969-1970, the University of Arizona’s President, Richard Harvill, delegitimized Mexican American and Black students’ demands for social justice. We, then, outline the coalitional lessons present-day students can learn from studying how BSU and MALC representatives worked together to expose the racism that motivated Harvill and his administration’s claims of neutrality and how the BSU and MALC representatives’ arguments might be extended to also understand and combat the racism that has continued to motivate educational disparities in Tucson’s public schools in 2010 and again in 2022. We also consider the ways these historical BSU and MALC characterizations of Harvill’s rhetoric parallel Tom Horne’s (superintendent in 2010 and now again in 2022) more current demonization of Tucson High’s MAS program. Finally, we highlight the legislation that former MALC student activist (1969-1970) and current Arizona congressmen Raúl Grijalva has now proposed to continue to defend schools from conservative attacks on CRT. Considering these efforts together enables students and educators to examine patterns in coalitional movements and apply those patterns to the ongoing efforts of those engaged in social justice work to create systemic change. 

Harvill’s Dismissive Rhetoric and Student Activists’ Coalitional Lessons (1969-1970)

The president of the University of Arizona, during the 1969-70 academic year, Richard Harvill, underwent drastic measures to ignore and silence the demands of student activists. He employed two main dismissive strategies: 1) he claimed that student activists did not represent the majority of the student body, and 2) he argued that administrators needed to remain neutral on social issues. 

The Bear Down Incident

It is important to note that this was not the first time activists found Harvill’s rhetoric to be a disservice to the larger student community at UA. In 1968, BSU leaders submitted a list of demands to Harvill that included “the establishment of a non-discriminatory off-campus housing service, the inclusion of a Black Studies Department in the campus academic structure, the recruitment of Black instructors and students, and a full-scale investigation of employment practices” (Kornman). These demands included a one-month ultimatum forcing Harvill to respond publicly. In a series of articles, Harvill explained that he was unwilling to respond to the BSU’s ultimatums because they were “improper methods of voicing views regarding policies and procedures in the academic community” (Kornman). In response, BSU organized a broader coalition of students called the “Committee for Students’ Rights” (Staff, “Committee”). One of the organizers of this committee, Karen Schwartzman, described the reasoning for the coalition: “All students must become aware of and will be informed about the pressing issues of this time in history. Students at the University have a particular responsibility toward knowing the issues of their own campus…” (Staff, “Committee”). In this way, BSU leaders began to make the work of combating Harvill’s dismissive rhetoric an issue for all students.

A detailed reading of the Arizona Daily Wildcat (ADW) from the 1969-1970 school year reveals that the Black Student Union (BSU) continued to dominate the public discourse on campus–a historical fact that previous studies of student activism at UA have not emphasized.[1] For months, student leaders of the BSU wrote newspaper articles and organized public demonstrations that demanded their university and the Western Athletic Conference (WAC) cut athletic ties with Brigham Young University (BYU) because of its affiliation with the Church of Latter-Day Saints. These protests came in response to the Mormon church’s racist doctrines that prohibited Black people from becoming priests and culminated with members of the BSU and leaders of Tucson’s NAACP chapter staging a protest on the center court of Bear Down Gym during a basketball game against BYU (which came to be known as the Bear Down Incident). 

These student activists were acting in solidarity with fourteen Black football players at the University of Wyoming who, earlier that year, had protested their game against BYU. The Wyoming football coach suspended these athletes, causing a wave of student support across the Western Athletic Conference. As students from various institutions consolidated support for Wyoming’s Black student-athletes, they also called for the WAC administrators to cut ties with BYU. John Heard, a member of the BSU, published an article in the campus newspaper arguing, “Black Athletes should not help support policies held by a church institution which denies his humanity and the humanity of the group to which he belongs…BYU as a representative of ‘Mormonism,’ degrades the black athlete and his race through financial assistance provided by his athletic endeavors which support the state institution” (Staff, “BYU Investigation”). Heard’s arguments represented a consensus among Black activists across the WAC and the student body at UA. 

On October 24th, 1969, UA’s student senate passed a resolution that asked athletic directors in the WAC to disassociate with BYU (Nathanson, “Senate Asks”). At the WAC’s annual council in Denver, Colorado, fifty student representatives from Black student unions at eight different institutions interrupted the council and demanded that the WAC break ties with BYU. Despite these demands, the faculty senate and UA’s university president, Richard Harvill, maintained a “neutral” position on the WAC’s relationship with BYU. In multiple letters to the campus community, President Harvill explained that the university could not get involved in social issues and that student demands would be better directed toward administrators at the central offices of the WAC. In response, the BSU chairman, Gale Dean, referred to Harvill as “an example of the buck-passing bureaucracy” (Staff, “Racist By”). 

Program Reform

Harvill used these same evasive strategies to stunt efforts by the Mexican American Liberation Committee (MALC) when they tried to  reform the established Mexican American Studies (MAS) program that they had successfully argued to establish during the 1968-1969 school year. The movement to reform this curriculum was led by MALC chairman Raúl Grijalva, who noted that Chicano students felt that President Harvill, when establishing the original program, “concocted” a “token” program used to “appease the Chicano community at large and the Chicano student body in particular” (Bradford, “MALC Rejects”). Unsatisfied with the state of the MAS program, in 1969-1970 MALC presented the Dean of Liberal Arts and the Vice President of the University with a petition signed by 122 of the campus’s 250 Mexican American students to revise the MAS program. 

MALC leaders Raúl Grijalva, Herminio Rios, and Fausto Alarcon argued that President Harvill’s version of Mexican-American Studies was a “Spanish language major program under the guise of Mexican-American Studies” (“MALC Rejects”). Instead, Grijalva called for a program that would “present a true historical, sociological, political, anthropological, cultural perspective of the Chicano presence and experience in the Southwest” (“MALC Rejects”). Joe Molina, MALC’s president, presented a series of memorials for reforming the MAS program over the course of the 1969-1970 school year. Molina presented arguments for revising MAS during the same student senate meetings where representatives passed a resolution that asked WAC athletic directors to break with BYU. In the same semester that Harvill ignored the BSU’s calls for administrative action against BYU, MALC leaders felt Harvill “blatantly ignored” their proposed revisions to the MAS program (Staff, “University Weighing”).

Tactics for Response

The central focus of the BSU and MALC’s response to Harvill’s dismissive rhetoric was to expose the racism motivating his arguments for political neutrality by elucidating the historical positioning of UA and demonstrating current community relationships and needs. They employed two coalitional tactics to accomplish that task: (1) they framed their critiques of Harvill’s politically neutral policies as deliberate attempts to disadvantage minoritized communities on their campus and in Tucson’s community, and (2) they circulated those critiques among sympathetic audiences in order to mobilize coalitional action. 

Tactic One

BSU and MALC student activists framed their critiques of Harvill by explaining that the university historically only served white students, so remaining politically neutral on social issues impacting Mexican American and Black students meant perpetuating the standard of serving only white students. Importantly, BSU and MALC representatives extended this framing to critique how administrators were unwilling to serve not only Black and Mexican American students on campus but also the predominantly Mexican American and Black communities surrounding the university. 

For example, at the start of the 1969-70 academic year, Gale Dean and Raúl Grijalva, the respective spokespeople for the BSU and MALC, explained in an interview with the Arizona Daily Wildcat (ADW) that their organizations’ main goal for the 1969-1970 school year was to serve marginalized students in Tucson’s public schools. They framed their work with high school students as a service to Tucson’s community. Dean explained that the BSU wanted to “form a closer unity” with the “minority groups” who made up Tucson’s community (Bradford “Campus”). Grijalva called out UA for being “in the center of the Southwest surrounded by Mexican Americans” but being more “responsive to its white community than Chicano community” (Bradford, “Campus”). Both Dean and Grijalva appealed to the larger city of Tucson to expose how Black and Mexican Americans existed in a government and education system that did not serve or even recognize them. By engaging in public discourse through authoring ADW articles and organizing public demonstrations, the BSU and MALC successfully demonstrated how to challenge  Harvill’s continued dismissive rhetoric–a rhetoric designed to silence and ignore the Black and Mexican American students who constituted the university and the city’s community. 

While MALC activists worked in coalition with the BSU, they focused on exposing how Harvill’s unwillingness to serve minoritized students on campus reflected a larger trend in public education. Raúl Grijalva and Joe Molina criticized Tucson’s local government for the unequal educational opportunities it provided to Mexican American students. They called on Tucson’s public schools to create spaces where students could learn about the problems facing Mexican Americans in the Southwest. Grijalva and Molina articulated these demands in a series of ADW articles addressing a report from the Department of Health, Education, and Welfare (HEW Report) documenting racial inequities in Tucson schools and at UA. When interviewed about the report, Grijalva celebrated that someone was investigating the “discriminatory practices by the University against Chicanos, Black, and Indians” (Grijalva). The report condemned the university’s mistreatment of minoritized students and was published against the will of UA administrators. Harvill openly attacked this report saying that researchers interviewed “irresponsible” people–e.g., “Chicano, Black, and Indian students” (Grijalva). 

At the same time, a similar HEW report was conducted in the Tucson School District, and the similar results caused six hundred Chicano students to walk out of their schools in protest; however, erasure continued in the community, as another member of MALC, Frank De La Cruz argued that the Arizona Daily Star and the Tucson Daily Citizen celebrated the school district’s work without recognizing the Chicano parents who protested the inequities their children were experiencing. The Tucson Commission on Human Relations defended the Star and Citizen by declaring that “the District is completely innocent of any discrimination” (De La Cruz). De La Cruz explained that Tucson’s school district, the Daily, and the Citizen ignored these disparities, but “la mentira dura hasta que la verdad llega–the lie lasts until the truth arrives” (De La Cruz). 

Like the student-led movements at CUNY, which we discussed in the introduction, student activists at UA demanded that their university serve all the communities that surrounded it. Rodrick Ferguson’s account of the CUNY protests points out that these demands for universities’ responsiveness to local communities are an “epistemological proceeding necessitating the reorganization of knowledge” (97). Ferguson argues that the communities that host our universities “are the material catalysts to epistemic shifts and transformations” within them (109). The BSU and MALC’s demands for revising white hegemonic policies on their campus and in their local schools, then, were not simply about admitting or preparing more Black and Mexican American students for college; they were about transforming the epistemological structure of a white education system to better reflect minoritized and the larger local communities experiences and ways of knowing.

Tactic 2

BSU and MALC student activists enacted their second coalitional tactic by circulating their critiques of Harvill’s dismissive rhetoric among sympathetic audiences–both within their university and city–mobilizing minoritized students and teachers in local schools, other student organizations on campus, and civil rights leaders in the community. As these coalitions expanded, their critiques of political neutrality engaged with the racism that motivated educational disparities in Tucson’s public schools, and they argued that all levels of education should be held accountable for serving all of Tucson’s communities, not just white ones. 

For example, BSU leaders created a coalition of student organizations, including the main student governing body, the Associated Students of the University of Arizona (ASUA), to organize months of public demonstrations against UA’s athletic affiliation with BYU. These ties were so strong that the President and Vice President of the ASUA were leading voices arguing for breaking ties with BYU. After the police violently removed student demonstrators from a UA basketball game against BYU (the Bear Down Incident), President Harvill pursued felony charges against eight students for inciting a riot. In response, the BSU worked with the student governing body to demand Harvill’s resignation (Nathanson, “Senate Wants”). A week later, the BSU’s coalition with other student organizations, the United Student Front (UFO), organized a campus-wide rally with over 3,500 people in attendance. One report for the ADW noted the crowd “was made up of students with long hair and beards, clipped locks and ties, hip clothes and conservative dress and attitudes that ranged from casual detached interest to fervent advocacy” (Gold, “Sampling”). Reverend John C. Fowler and Arizona’s ACLU chapter representative, Ted Mote, called on the administration to drop the criminal charges against the eight student activists arrested after the Bear Down Incident (Nathanson, “Harvill Accuse””). These community leaders spoke alongside the BSU president, Gale Dean, and MALC representative, Sal Baldenegro, in solidarity against Harvill’s prosecution of the Bear Down protestors. Harvill avoided responding to student demands until two hundred and fifty members of the BSU and UFO organized a “campout on the porch of the Administration building” waiting to talk with him (Nathanson, “Harvill Grants”). 

Like the BSU, MALC’s calls to address the educational disparities that existed at UA and in Tucson’s schools were inherently community-based and stemmed from relationships they had built with UA professors, high school students, and college students from across the Southwest. Still, MALC leaders worked hard to build coalitions among Mexican American students on campus by aligning their efforts with the national movement of Chicano students. In the spring of 1968, MALC member Sal Baldenegro attended the first Chicano Youth Liberation Conference in Denver, Colorado. The conference aimed to coordinate efforts among Chicano student organizations across the country by establishing a shared definition of Aztlán–“a proclamation of solidarity with all Chicanos who are oppressed regardless of where they may live” (Baldenegro). Aztlán refers to the homeland of Mexico’s indigenous ancestors, the Aztecs and Mexica, and necessitated that all Chicanos had “a moral obligation” to address problems facing Chicanos on that shared ancestral land. Aztlán would be the guiding “cultural-nationalist ideology” that would inspire activist efforts to achieve their goal of “full equality for” all Chicanos in the Southwest (Baldenegro). 

After returning from the conference, Baldenegro and other MALC representatives focused on building coalitions between Mexican American students and Tucson’s Mexican American community. Darius Echeverria’s book, Aztlán Arizona, provides a detailed account of how this coalition of Chicano activists successfully organized an annual Chicano Senior Day for local high schools and established the first La Semana de La Raza (or Chicano Culture Week), an event that “served to inform the larger Tucson community about ongoing discriminatory practices against Arizonan-Mexicans” (98). Consequently, efforts were both local and national, as the organizers combatted the dismissive rhetoric of university administrators and initiated political action on their campus and in their community.  

Tom Horne’s Dismissive Rhetoric and Tucson High Student Activist Responses (2007-2010)

For present-day educators in Arizona, President Harvill’s dismissive rhetoric is echoed in Tom Horne’s three-year crusade (2007-2010) to end the Mexican American Studies program at Tucson High School. Fifty years after BSU and MALC student activists fought to make their university and public schools responsive to the lived experiences of Black and Mexican American students, Tom Horne enacted a racist legislative initiative that banned ethnic studies in Arizona schools and employed similar dismissive rhetorical strategies as Harvill to silence student activists that challenged his legislation. Horne justified his dismissal of student activists by claiming that a majority of Arizona voters agreed with his policies and, like Harvill, that the education system should teach color-blind individualism to remain politically neutral. 

At the center of Tom Horne’s rhetorical attacks against Tucson High’s MAS program was the belief that students should see themselves as individuals, not as members of a particular ethnic or racial group. He supported this appeal to individualism by appropriating passages from Martin Luther King Jr.’s speeches, saying King “wanted his children to be judged by the content of their character rather than the color of their skin…and Ethnic Studies teaches the opposite” (qtd. in Cammarota 525). According to Julio Cammarota, Horne promotes “an idealized…vision of race neutrality” that does not align with “the current and real existence of systems and ideologies of oppression” to maintain white hegemony (526). Horne’s appeals to individualism promoted colorblind racism in a way that “perpetuates the subordination of racialized groups,” privileging “the right of comfort when the topic of social injustice” is invoked (Cammarota 526; Martinez 227). Conversely, we embrace the importance of critique as “the very genuine effort of engagement in coalitional solidarities” and recognize our study of Black and Mexican American student activists’ coalitional leadership as an essential response to Horne’s color-blind individualism (Martinez 228).

Horne framed his call for teaching individualism as an appeal to unity. He accused the MAS curriculum of dividing Americans. These appeals to unity were veiled attempts to maintain white hegemony and are born from anxieties around demographic shifts in the US. Horne’s strategy is to incapacitate students of color by preempting any attempt to foster the sort of coalitional thinking that could lead to political action. Horne has spent his career enacting legislation meant to undercut the coalitional capacities of BIPOC students just as they are becoming the majority in American schools, and fewer are planning to pursue higher education (“The NCES”; Class of 2022). Over his initial time as superintendent of Arizona schools (2003-2011), Horne introduced legislation to ban ethnic studies three times (Cammarota and Romero 55). To be clear, each piece of legislation was directed at Tucson High, because Tucson was the only school district in Arizona with an ethnic studies program. In 2010, Arizona’s majority conservative state legislature passed House Bill 2281, which stated:

A school district or charter school in this state shall not include in its program of instruction any courses or classes that include any of the following:

  1. Promote the overthrow of the United States government.
  2. Promote resentment toward a race or class of people.
  3. Are designed primarily for pupils of a particular ethnic group.
  4. Advocate ethnic solidarity instead of the treatment of pupils as individuals.

(State of Arizona House of Representatives, Forty-Ninth Legislature)

Many scholars and activists have written about this legislation (see Cammarota; Huizar-Hernandez; Cabrera, “The Fight”; Owens; Santa Anna et al.). This scholarship emphasizes that Horne was “deliberately sabotaging the state’s k-12 public education system,” because there was precise data that Mexican American students enrolled in Mexican American studies classes were “twice as likely to graduate and three times more likely to go to college” (Sheridan 397). Nolan Cabrara’s research demonstrated that Mexican American students who enrolled in MAS classes at Tucson High increased their grades and test scores in reading, writing, and math (Cabrera, “Missing”). Teachers, students, and parents across Tucson’s school district repeatedly fought Horne’s initiatives throughout those three years. Similarly to BSU and MALC student activists, they organized marches on the state capitol, disrupted school board meetings, and repeatedly wrote editorials combating Horne’s fearmongering. 

Horne blatantly ignored Tucson High teachers, students, and parents who tried to save the MAS program in 2010. He also repeatedly refused invitations to observe MAS classes at Tucson High. Instead, he hosted news conferences decrying the program as “anti-American,” because he believed it fomented resentment towards white people and denied the idea that the US is the “land of opportunity” (Bustamante and Gargulinski). Hundreds of students and teachers from Tucson High protested at these news conferences and public hearings (Bustamante and Gargulinski). White and Mexican American students from Tucson High MAS classes wrote editorials directly confronting Horne’s ignorant portrayals of their program. For example, Adrian Laruenzi wrote, “Contrary to the assumptions of Horne…I have experienced only love and respect as a white student” in MAS classes (Laruenzi). Selina Rodriquez explained that the MAS program did not “brainwash” her.  It helped her become a “critical and conscious person” and “opened her eyes” to the barriers her Mexican American community faced in Tucson (Rodriquez). These tactics are similar to those also undertaken by BSU and MALC students in 1969-1970.

Despite these protests and public outcries, the conservative majority on Arizona’s Education Committee refused to hear testimony from Tucson High’s parents, students, and teachers when debating the legislation that would ban ethnic studies programs in Arizona (Cammarota and Romero 56). After the bill passed, district administrators in Tucson stationed over one hundred police officers around Tucson High and ordered a helicopter to monitor the campus to stave off potential protests (56). These intimidation tactics did not work. Immediately following these events, a coalition of teachers and students called “Save Ethnic Studies” filed a lawsuit against Arizona’s state government, challenging the ban’s constitutionality, and the student organization UNIDOS “took over” the school district governing board meetings by “chaining and locking themselves” to the board members’ chairs (61).

Like Harvill, Horne’s appeals to political neutrality were veiled attempts to maintain white hegemony and explicit attempts to undercut the coalitional capacities of BIPOC students. They fly in the face of the transhistorical community of student-led coalitions that have fought for their school curricula to reflect their lived experiences. In response to the conservative calls to teach individualism, we must teach toward coalitions. As Kynard has effectively argued, student activists have been and continue to be the catalysts for social change across educational contexts. Without student-led initiatives, structures of whiteness in education do not change.

Attacks on “Woke Education” are Attacks on the New Majority (Present)

Federal courts deemed HB 2281 unconstitutional in 2017, but advocacy efforts have reignited since Horne recently won reelection as the superintendent of Arizona schools in 2022 (Depenbrock). His first legislative action was to introduce a bill banning CRT.[2] The conservative state legislature passed the bill, but Democratic Governor Katie Hobbs, who narrowly defeated 2020 election-denier Kari Lake in one of the most watched gubernatorial races of the 2022 midterm elections, vetoed the bill. Hobbs noted that “it is time to stop utilizing students and teachers in culture wars based on fearmongering and unfounded accusations” (Hobbs). Horne has since attempted to remove funding for dual language immersion programs throughout Arizona. Graduates of those dual language programs, like state representative Alma Hernandez, and director of Stand for Children Arizona, Georgina Monsalvo, are leading efforts to defend multilingual students’ right to their own language (Bootzin).

Horne’s attacks on CRT in public schools are only one example of the forty-four state legislatures that have launched a “nationwide anti-CRT crusade” (Schwartz). Forty other state legislatures are working to dismantle diversity, equity, and inclusion (DEI) initiatives within institutions of higher education (Chronicle Staff). The attacks on students and teachers in Arizona mirror those orchestrated nationally by Florida Governor Ron DeSantis and his political strategist, Christopher Rufo (Khalid and Snyder). Rufo has openly discussed his strategy for “unlocking new terrain in the culture war” by demonizing CRT (Goldberg). Rufo’s rhetorical templates have been widely circulated among conservative politicians attempting to pass legislation prohibiting CRT in K-12 curricula and DEI programs in higher education. The formula includes two basic strategies: 1) accuse schools of promoting “woke indoctrination” that does not align with the views of the “general public” and 2) implement accountability measures that make sure schools celebrate “individual rights, patriotism, and Western Civilization” (Khalid and Snyder). 

DeSantis laid out the next steps in this national movement in his interventions at the New College of Florida, where public accountability now resembles totalitarian state control. In fall of 2022, DeSantis hand-picked six conservative politicians, Rufo being one of them, to implement anti-DEI initiatives at New College. Since then, the conservative-dominated board replaced the college’s president, abolished its diversity office, and denied tenure to five professors because their teaching and scholarship did not align with the board’s goal to move “towards a more traditional liberal arts institution” (Anderson). These appeals to public accountability assume that conservative politicians speak for a “general public” that is predominantly white and conservative. This assumption does not align with the demographic realities of the US. Using state mandates to silence teachers and students committed to race-conscious education poses a serious threat to our democracy. As educators ourselves who work in Arizona, our response has been to look to the histories of student-led coalitions that have responded to similar attacks on our democracy. This approach invites educators across contexts to research the history of student activism in their contexts and use that research to craft courses that center coalitional work.

Our analysis of the coalition tactics of student activists in Arizona highlights the effective tactic of circulating organizers’ arguments among sympathetic audiences. Importantly, former MALC student activist and current Pima County representative to the US Congress, Raúl Grijalva has employed a similar strategy for building support for the Right to Read Act. He does not directly engage with Horne’s arguments or evoke Horne by name. Instead, he frames conservative attacks on school curricula as anti-democratic attempts to “erase the representation and histories of marginalized groups” and the role they play in constituting our national imaginary (“Grijalva: Protecting”). By centering the education system’s role in constituting our democracy, Grijalva reframes the demonization of CRT as an attack on students’ rights to access the histories and cultures that constitute not only their communities but also their democracy.  

Present-day activists combating attacks on CRT can also adopt the coalitional tactic of approaching the community. A community frame for critiquing Tom Horne’s attacks on CRT exposes how his arguments for color-blind individualism are deliberate attempts to limit students’ access to the histories and cultures that constitute their local and national communities. Grijalva has used this appeal to the community to outline how our national education system perpetuates a standard of only teaching the history and culture of white communities. Grijalva frames the demonization of CRT as an attack on liberal democracy by emphasizing that our democracy is constituted by diverse cultures and histories and arguing that students have a right to learn about their community’s histories in their classrooms and curricula. In response to recent Republican efforts to “ban books; censor curriculum; restrict students’ civil rights; and/or punish teachers for accurately recounting our nation’s history,” Grijalva has introduced the Right to Read Act (“Rep. Grijalva”). The bill addresses disparities in access to library resources by increasing federal funding for school libraries and protecting students’ access to reading materials that “highlight the experiences and histories of these marginalized individuals and groups” (“Grijalva: Protecting”). 

Conclusion

Grijalva’s work rings alongside a symphony of voices in solidarity against conservative attacks on our curricula, but we have more coalitional work to do. In Texas, the lieutenant governor, Dan Patrick, has made ending DEI initiatives and denying tenure his main legislative priority (Surovell). In early May, the Texas state senate voted to oust tenure lines for new faculty hires (Brown). Patrick explains that this legislation ensures that professors can no longer “hide behind” tenure as they “continue blatantly advancing their agenda of societal division” (Patrick qt. in Surovell). These attacks on DEI and tenure discourage new faculty from applying to or “accepting jobs where their research or teaching could be subject to political interference” (Zahneis). Ohio’s senate passed legislation ending several diversity efforts in public colleges and disallowing any policy or program “designed explicitly to segregate faculty, staff, or students by group identities such as race, sex, gender identity, or gender expression” (Marijolovic). The bill also stipulates that “students in associate and bachelor’s degree programs would have to pass an American history or American government class to graduate” (Marijolovic). Thirty-four other states have proposed similar legislation (Chronicle Staff).

Students have been and will continue to be the catalysts for change in our schools and on our campuses. As historians, scholars, and, most importantly, educators, we must study the transhistorical coalitions of student activists that have responded to the discourse surrounding attacks on our curricula in order to effectively respond to the present attacks on CRT. As educators, we can teach these histories to learn from the student activists of the past to inspire coalitional thinking in the present. Working in coalition with the legacy of student activists from our local communities means historicizing contemporary discriminatory educational policies. Building on the tactics of student activists, past and present, bolsters our ability to dismantle an education system that perpetuates white hegemony and undermines the promises of our liberal democracy.

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End Notes

[1] These histories do not discuss the leading role that Black student activists played on campus and fall into a larger historical trend to render Black Arizonans “indiscernible” (Glegziabher 347). Meskerem Glegziabher’s recent article for the Journal of Arizona History outlines the “comparative dearth of scholarship and archival materials about African Americans within Arizona” (347). Glegziabher points out that the Arizona Archives Matrix Project reported “less than 1 percent of archival materials in the state” related to African Americans (347). Despite this lack of Black representation in the archives, Glegziabher traces the “long-standing Black institutions and communities in contemporary Arizona” in order to dispel the “dominant public narrative that persists in characterizing Black people as newcomers and outsiders” to Arizona (355).

[2] Using the same language as the 2010 law, the bill would have prohibited teachers in K-12 schools from creating courses that “are designed primarily for pupils of a particular ethnic group or advocate ethnic solidarity instead of the treatment of pupils as individuals” (“Arizona House”). If a “violation” was reported by a student or administrator, teachers could have been fined up to $5,000. During Horne’s 2022 campaign, he promised that he would not only pass his ban against CRT but also investigate two hundred and fifty Arizona teachers who signed a petition that they would “defy the law” and teach CRT if Horne passed his bill (“News”).

More Than Empathy: Transnational Feminist Mentoring Practices for Solidarity Building

We are the victims of our history and our present. They place too many obstacles in the Way of Love. And we cannot enjoy even our differences in peace. 

–Ama Ata Aido, Our Sister Killjoy

Introduction 

Transnational feminist scholars like Uma Narayana, Chandra Mohanty, and M. Jacqui Alexander show the importance of building transnational coalitions via scholarship, research, and relationships. In addition, these scholars are alert to the colonizing potential of academic research, in which scholars are compelled to search for an area to research, which they then pin down and theorize. When that chosen “area” includes sets of knowledge and experiences outside of those of the privileged scholars, the effects, these feminist scholars argue, are too often colonization rather than collaboration. 

While we might imagine scholars from different positionalities as equivalent, the ideal of equal exchange of scholarship has long been troubled by the realities of power and inequity across national borders.  For example, just as Black feminist scholars in the US like bell hooks have said that they are “made” black, so do transnational scholars like M. Jacqui Alexander come to “know” that they are brown after coming to the US. This experience of racialization, as much as any other research product, is part of what is produced and exchanged in transnational work. And the effects are compounded in the context of other interlocking power differentials, such as those of gender, sexuality, religion and dis/ability. These effects, then, have consequences for transnational feminist scholarship and for the possibilities of feminist solidarity and coalition-building across differences. 

Drawing on existing feminist mentoring research (Eble & Gaillet; Ribero & Arellano; Mullings & Mukherjee; Tassoni), this article emerges from our own experiences of the coalition in mentoring–instances in which we shared several eureka moments of learning and unlearning that illuminated the following questions: 

  1. How can mentors and mentees bring their intersectional selves into their relationships?
  2. How can we understand mentor and mentee relationships as relational sites of solidarity?
  3. How can intersectional differences between mentors and mentees be negotiated for social justice purposes?

To explore these questions, the three of us–Asmi, Amy and Liz–first provide definitional clarity regarding transnational mentorship, before we meditate on our roles as mentor, mentee, collaborator, student, and scholar, as they have transformed in different mentoring moments. Through these meditations, we conclude that in order to develop a transnational feminist solidarity, we need more than empathy. While relationship-building is crucial to our feminist praxis, we center on the insight that feminists in majority positions may need to unlearn the idea that they could ever truly empathize with women of marginalized positionalities, because they fight very different battles with the patriarchy. 

Instead, all parties might instead benefit from focusing on their own reflective practices as a resource for solidarity building. For us, transnational mentorship is a relationship developed/fostered between and amongst differing, transnational scholars (for us, mentor and mentee). Like Chandra Talpade Mohanty, we define transnational in wider terms by going beyond the locational connotation and referring to the geopolitical and cultural positionality–all of which are important for production of knowledge (Erikson; Mohanty).     

The meditation on intersectional complexities produced by our locational experiences that also emphasize geopolitical and cultural positionality remind us that power is not always derived from location of origin–though often that location of origin is implicated in power dynamics.  Therefore, such mentoring involves recognition of the fluidity of power dynamics. The impetus for reflective unlearning in relation to mentorship is in recognition of the existing power differentials and the possibilities for violence and discrimination that mentoring may enable. Given the histories of various forms of transnational violence, we urge that differences are not to be “ironed out.” They must be discussed, so that trust may be built. Our conversations have led us towards a revised notion of rhetorical empathy, similar to that articulated by Lisa Blankenship, as a potential opening for transnational feminist mentoring praxis.

Blankenship’s concept of rhetorical empathy responds to critiques of empathy, such as our own, that have been leveraged in the wake of postmodernism. In particular, Blankenship responds to postmodernism’s critiques of the ways power can be seen to complicate (and even confound) the possibilities of empathy across differences. In lieu of empathy as traditionally conceived in Western thought, Blankenship defines four characteristics of rhetorical empathy, which we consider here in the context of transnational feminist mentoring praxis:     

  •  Yielding to an Other by sharing and listening to personal stories 
  • Considering motives behind speech acts and actions 
  • Engaging in reflection and self-critique 
  • Addressing difference, power, and embodiment (20)

In contrast to Aristotelian conceptions of empathy in relation to persuasion, which assume the rhetor’s ability to understand and influence another, rhetorical empathy is not about accessing the experience of an Other for persuasion but about changing the speaker through listening, invoking a response in ourselves that may then be reciprocally invoked in our interlocutor. It is a relational interaction that is grounded in vulnerability. 

While we think of rhetorical empathy as a resource for both mentors and mentees, it comes through most forcefully for us in the practices of those in positions of relative power, whether by virtue of professional position (of mentor), geographical origins that are related to global influence, and/or other vectors of relative power and privilege. In a transnational feminist mentoring practice, those with relative power are particularly called to practice rhetorical empathy–yielding, considering motives, engaging in reflection and self-critique, and addressing the salience of difference, power and embodiment in their relations–in order to build solidarity and coalition. For example, mentors in and from power positions in the US might begin by recognizing the cultural specificity of their own location and experiences, disrupting their ostensive normativity in the context of “internationalizing” rhetoric and composition research (Donahue).

 In the following, we provide examples of such reflection and self-critique that have enabled us to build a community of shared interests, examples of how explorations of our biases have resulted in collaborative projects that investigate the situations that perpetuate bias. In so doing, we reflect on our relationships with one another and respond to each other’s reflections. These ruminations work to surface shared insights, points of tension, and other learnings in the context of our own transnational feminist mentoring experiences. 

Ultimately, our narratives allow us to respond to our initial three questions by observing that we must be aware of our intersectional selves as well as the ways in which they change in and through our relationships. With such a recognition, we must be in solidarity even as our intersectionalities change. Such solidarity and recognition allow us to work better toward social justice, even as we ourselves take on the role of gatekeepers in the hierarchically structured academic system (Corrigan and Vatz). We must use the recognitions of our positionalities to contest the structural inequity of academia and work toward that social justice.

Our specific context was one in which the mentee experienced a power differential as a brown graduate student from Nepal relative to white faculty mentors in the US.  By providing examples of the “messiness” in mentorships, we provide some praxis to make it possible that mentorships developed between scholars sharing different intersectional identities can be leveraged for building solidarity. Mentors and mentees can learn from and be changed by each other when they engage in reflection and honest dialogue, humility, and support. 

Reflections: Storying Transnational Feminist Mentorship

The three authors of this text have come together through their shared relationships. At the center of this network of relationships is Asmita, a graduate student of Nepali origin who has worked for the past three years in mentoring relationships with both Liz and Amy, white women faculty in or from the upper midwest. Asmita invited the three of us to come together to reflect on our experiences of feminist mentorship across transnational differences to discover what might be learned from our experiences. Asmita wanted to build on the work of Ana Milena Ribero and Sonia C. Arellano who explore how Latinx mentors and mentees are able to utilize culturally specific mentoring approaches. She wanted to explore how the three of us from different backgrounds find means to mentor–particularly following on Beverley Mullings and Sanjukta Mukherjee, how we can do so within academia’s racist and xenophobic environments. 

To begin this process, each author individually wrote a reflection on their mentoring relationships with one another. Reading through the reflections of the other authors, we each then composed a second reflection in response. Together, this set of reflections and responses allows us to explore some of the intersections and differences in our experiences.

Asmi: My encounter with Liz and Amy is ushered and shaped by my desire for what I want to term as multiple mentorships (Rockquemore). For me, multiple mentorships is the networking and relationship I earned and developed to fight institutional racism I encountered after my arrival in the US as an international student and to excel in an academic market where excellence is determined by academic labor.  

Liz welcomed me as an international student at the University of Minnesota Duluth, an institution that was already fraught by and struggling to get rid of racialized hierarchy in diverse ways. For example, getting to hear remarks such as, “You must be very proud to be here,” as I introduced myself to my colleagues, classmates and professors was quotidian for almost the first semester, until I stopped responding to it with a simple, “Oh yes, my parents are really proud of me.” Nonetheless being placed in classes to get rid of my accent and to perform everyday English, stripping away from my right to be graduate instructor, and having professors ask me to visit the writing center every time I stumble with grammatical errors were some of my everyday experiences, which (as I reflect now) represent the neoliberal ethos of the institution that I arrived on. In the first week of my arrival, during the time when I was still making sense of what I now come to know as everyday racism, I got an email saying that I cannot be a TA because I failed the English Test. I did not respond to the email; Liz did. Liz replied that Asmita will work as RA for me. Her intervention as a white woman working as a WPA at that time was a powerful and much needed intervention. Reflecting after almost four years, I am wondering if that intervention is to be interpreted as a “rescue effort”–an action of a person from a powerful positionality assuming their benevolence was necessary for the success of another person from a less powerful positionality. Perhaps so!  However, if we want to define such an intervention as a “rescue,” how can we foresee the possibility of solidarity devoid of such interventions? The dual meaning of “intervention” which I illustrated before is important throughout our mentor and mentee relationship. Drawing from this experience, as one of these instances, in this article we are intentionally trying to answer how transnational mentorship–the idea of building solidarity amongst scholars sharing diverse intersectional identities (Mullings & Mukherjee)–is shaped by “messiness” (Pihlaja & Durá) of breaking down the hierarchy, as we are struggling to dismantle the institutional hierarchy that we already behold and represent. 

The Coalition of Feminist Scholars in the History of Rhetoric and Composition (CFSHRC) mentor and mentee program introduced me to Amy. I do not remember our first meeting in detail, rather I have vivid memories of how she responded to my first draft of the project on Yogmaya, an important feminist figure in Nepali history. The first draft I shared with Amy was not the draft, but the sharing of my vulnerability secretly asking for support to make it possible that a Nepali feminist be known in academia in the US. In this draft, I really did not know Yogmaya; I did not describe her well because I did not know her well at that time. However, I had a secret belief that “If Ida B. Wells can be a rhetorician, so does Yogmaya but I do not know how to say that…” Amy caught me in the paragraph where I described my mother’s sister’s story of being a widow, and said she valued my experience: “Asmi, this is a great project. I really believe that you have valuable knowledge and experience to talk about it.” She did not look at the details of Yogmaya; rather, she asked me to look inside me, going beyond my discomfort.  She pushed me for self-reflection before asking me to research more about Yogmaya, even though I still thought Yogmaya’s story was more important than my own. In the case of recovering the rhetorical history of Yogmaya, my positionality was an asset–the asset that was developed by my academic knowledge of non-western rhetoric, my upbringing in rural Nepal, my family background and my emerging feminist resistance. 

More than being a Nepali citizen, what is crucial is my positionality that goes beyond my nationality. In other words, in the case of Yogmaya, her stories of child marriage, being widowed, and fighting for freedom resonate with the story of my mother’s sister. While in the first draft, I mentioned my mother’s sister in a passage. Amy caught this powerful narrative and suggested I focus on amplifying this living data to revive the actual story of Yogmaya whose story was available only through the secondary data like a novel written on her and a dissertation written on her where all the sources are either the novel or the imaginative narratives. As suggested by Amy, by going back to my own memories of my mother’s sister and revisiting my conversations with her, I was able to compose Yogmaya as a rhetorician. While doing this, I feel like empathy is not situated in bodies in hierarchical ways, rather it gets (ex)changed between mentor and mentee; in my case, I did not have to persuade Amy if Yogmaya was a rhetorician; she wants to see if I see/feel/think as a rhetorician based on my cultural and political history. Amy clearly mentioned that she does not know who Yogmaya is and how she is a rhetorician; but she also tells me that she wanted to know through me how she is. For me, at that time, I was experimenting with ideas and knowledge. Having lived a more privileged history than Yogmaya did and understanding her from the oral tradition only, I had to give voice to Yogmaya by interpreting her actions as rhetorical. And while doing so, I constantly felt that I am distant from her rhetorical practice as Amy is distant from my understanding of the rhetorical practice. 

Amy: Asmi and I met through the CFSHRC mentoring program in November 2020. Still in the early months of the pandemic and not yet accustomed to the isolation that would become our new normal, I really enjoyed the opportunity to connect with Asmi as a scholar, but also just as a person. 

From our first conversation, personal sharing and relationship building were a major part of how we connected, from my perspective. We talked often about Asmi’s sister, who was expecting her first child. Asmi was moving to New York for the summer to help out with the new baby, and I had just had my first child as well, so we had much to share with one another on this front. We also related to one another in our deep connection to our sisters. We were particularly surprised to discover our shared connections to Duluth, Minnesota, where my whole family is from and where Asmi had done her Master’s degree, having finished the year before. Now in California myself, with Asmi in Texas at the time, we waxed on about our appreciation of the cold and snow from our sunny desks in the South and West. Asmi doesn’t remember these early meetings, suggesting they resonated differently for her. But I wonder how they might have nonetheless staged a relationship of trust for our work together supporting Asmi’s research, particularly her project on Yogmaya, the early twentieth-century Nepali feminist activist and rhetorician. 

I learned everything I know about Yogmaya from Asmi’s passionate descriptions in these meetings. She talked often about her own personal connections to this woman and this story–connections that included national, gendered, and caste-based experiences and identities, among others. As a feminist rhetorician who studies historical women, I offered a set of readerly eyes and disciplinary resources to help draw those ideas out and contextualize them within the field. She brought her own scholarly texts to the interpretive work as well, trying out frameworks, combining them, and transforming them as she cast about for the right approach to do justice to Yogmaya and her contributions. 

As we continued to work together to refine Asmi’s argument about Yogmaya as a feminist rhetorician, we came to realize the process of researching and analyzing this woman was worth thinking about on its own, and we began to develop a version of Asmi’s research for submission to Peitho’s Recoveries and Reconsiderations section. That piece honored the specificity of Asmi’s own lived experiences and research process as part of the work and allowed that to be a contribution in and of itself. This is part of what a feminist rhetorical praxis looks like to me broadly: to explore the ways we are implicated in and connected to the women’s histories we research and narrate. That piece made me more fully realize the importance of the positionality, experiences, and stories of globally diverse feminist scholars. As much as Yogmaya’s lived experiences of patriarchy are outside of my own experience, so are the specific resonances of this historical figure within the context of Nepal, where Asmi encountered them. These are important perspectives that add complexity and depth to our discipline’s collective understanding of women’s rhetorics. Working in solidarity with the keepers of these stories, transnational feminist mentoring is a means by which I can not only learn from but also articulate my own experiences in relation to diverse histories and experiences from global contexts, understanding my own research subjects more deeply from this broadened perspective.

While she awaited word on that piece, Asmi pivoted and began work on another project that provided a different inflection point for these questions, as this next project focused on Afghan beauty parlors as sites of feminist rhetorical engagement, focusing on how these sites have been (mis)represented by Western stakeholders. This project revealed other layers of complex transnational feminist mentoring praxis, as we thought together about how to study and represent a community and experience of which neither of us were a part. While Asmi shared much with the subjects of her research in terms of her positionality as a non-Western feminist, there were other aspects of this culture and experience that were far afield from her own. Was this a project she was equipped to research, given her difference from her research subjects? How might she approach it ethically and reflectively? This additional layer of messiness and difference is part of what we can now explore together in this next research process. Transnational feminist mentoring does not offer a solution to these methodological questions, but instead illuminates and values their complexity as a resource. 

Liz: I have little transnational experience. When I met Asmita in 2019, I was a professor in Minnesota who greeted the impressive young woman from Nepal. I was horrified when my university denied her the position she had already been awarded as a GTA because of their assessment of her English-speaking ability. With a background in literacy, I seriously doubted that Asmita, who already had an MA in English and Rhetoric from Tribuwan University in Nepal, was any less capable than other GTAs. Fortunately, the university did not revoke its offer of funding, and Asmita began assisting me in teaching an Advanced Writing section, since she was not allowed to be the instructor of record. As we worked together in a graduate class on teaching writing, I was continually impressed by Asmita’s perspectives on rhetoric; I learned as much from her as she did from me, especially as she began research in the graduate class. Asmita’s lived experience as a scholar in Nepal taught me how professional texts differ in Nepal from the US, and her extensive research on Non-Native English Speaking Teachers (NNEST) introduced me to an area of our field I knew little of previously.

As a white, straight, North American woman, I am in a remarkable seat of privilege which I have recognized for a number of decades. I also recognize my parochiality: most of my life experiences and education occurred in the northeastern US. Though I yearned to see more of the world, my financial abilities limited the worlds I could experience.

Perhaps because of my background in feminist and African-American theories, I clearly know how little I know.  In fact, one of my mantras–one I often relay to students–is that a true sign of intelligence is an awareness of your ignorance.  In working with Asmita, as well as with many other young scholars, I remind them that though I might know more than they do about certain academic subjects–because of my age and experience–they may well have far greater critical capacity, and they have enormous experience in all kinds of areas in which I do not–and I can learn from them.

This attitude is perhaps what drew Asmita and me together as writers and scholars who thoroughly enjoy collaborating, because we appreciate each other’s differing experiences as we continually learn from each other. Asmita and I both would not acknowledge the power of authority for authority’s sake, as we constantly discussed gatekeeping. My attitude partially results from my experiences traveling to Spanish speaking countries. While my Spanish was sufficient to allow me to get by, people always told me that I “needed to work on my Spanish.” Bringing my memories of struggling in Spanish speaking countries to the multilingual classroom, I admire the courage, intelligence, and persistence of multilingual students studying in the US, especially at Predominantly White Institutions where a US/British English is considered the norm.

Our differing backgrounds, and a common love of learning, also bring us to an important element of mentoring: trust. I trust Asmita.  I may sometimes disagree with her, as she may disagree with me. However, we believe that the other is working to advance critical thinking–about whatever subject we are investigating. For our strong mentorship relationship, there needed to be trust built out of a common love of knowledge, a love that stems from the vulnerability and recognition of how much we don’t know, of how limited our experiences are. I want to learn, not just teach. I believe Asmita wants to learn and be given credit for what she knows or has experienced.  She knows so much that I don’t or haven’t experienced.  

Asmi: It took resistance and a sort of revolution for Liz and me to trust each other. Liz is a white woman who possessed power that could influence my experiences in American graduate school. I felt I had been betrayed by the American graduate school system that offered me admission and an assistantship, only to inform me after my move across the globe that my abilities were insufficient. I was not sure why I should trust Liz, a cog in this American system. At first I trusted her because I had to; my other options were to leave the system or to trust someone else who I had no more reason to trust. As time passed, we performed forms of trust a lot of times, and there were movements where we would push each other–I challenged her as she challenged me. Our honesty with each other introduced me to the recognition that in the US, people are regarded by color.  In other words, I learned that I am a “person of color” only after coming to the US. After nearly eight months of me being in Minnesota, the relevance of “color” in the US became enormously evident. George Floyd was killed, and his death resonated with my experiences of learning how dangerous it is to be a “person of color” in the US. People have to die for the color of their bodies; let alone be judged, discriminated against, relegated, degraded, and disrespected for the human they are. As I recognized these issues, one of the questions that Liz and I wrestled with is how does Liz’s positionality empower me? How does my positionality empower her? Does she need to be empowered by my position? Or do I need her support to be empowered? 

Oftentimes, I have seen, heard and learned how difficult it is for international students to work with privileged white professors in the university. Oftentimes, white professors want to capitalize on the labor, knowledge, and intellect of students–this often happens in most of the STEM fields too, where most of the academic publications are expected to be collaborative. Understanding one’s privileged positionality and leveraging the positionality is very important in mentor-mentee relationships. Liz always prefers to be the second author in the publications that we have done. This is very important for graduate students, especially in collaborative work. The authorial position is power. Empowering the co-author mentee can be done by providing them with an authorial position, especially when the mentor is in a powerful position. But the language of this offer does not have to happen in a gesture of grants or something like a kindness gesture. Giving an adequate and optimum amount of credibility to students and mentees is very important in mentor and mentee relationships. 

Amy: It is interesting to me that Asmi recalls my own influence in bringing out the personal connections between her and Yogmaya, as I saw them as an existing strength in her work from early on. As she wrote these stories up gradually, theorizing them as she went, I merely provided a reader’s perspective on where she might elaborate or draw connections for Western audiences, based on my own curiosities and excitement. 

This is where rhetorical empathy comes in for me–in yielding to Asmi’s expertise and listening to her experiences as a foundation for our work together, carefully considering my own motives in providing feedback and advice, and recognizing that her motives and experiences will differ from mine based on differences in power and embodiment. One thing that our relationship brought out about the nature of rhetorical empathy in the context of transnational feminist mentoring practices was the particular role of power and privilege in shaping who is most called to practice rhetorical empathy, and the complexity of accomplishing this in the context of career mentorship, where the task is simultaneously to listen and to guide. This was always a delicate balance for me, as I sought to mentor Asmi into new and potentially unfamiliar discourse communities and disciplinary literatures, without suggesting that her own frameworks should change as a result. I was keenly aware of Asmi’s depth of experience and the valuable situated knowledge that she brought to bear, which were key assets in this work of hers. How could I help harness those perspectives and contributions for Western audiences without inadvertently pushing her towards assimilation? How could we accomplish this work of translation, both within the text and also within our own mentoring moments? 

Still, reading Asmi’s account of microaggressions and unproductive writing feedback related to English grammar, I admit to pangs of fear: how might I have perpetrated similar violences in my relations with Asmi? How did my responses to her language or experiences in my own comments on her drafts unknowingly contribute to any of these same experiences of deauthorization? As I read her account, I found myself trying to read through the lines to see where my own approaches might be reflected and revealed as inadvertently damaging, in spite of Asmi’s assertion to the contrary. All of this is about me and my white fragility, not about Asmi. But it is also part of something more productive, too, at the center of our transnational feminist mentoring praxis: a seeking out of areas for improvement in our interactions, an assumption of growth and change, a desire to face the limitations of our own frameworks and interactions head-on. This drive towards self-reflection and self-critique in recognition of power /differences is rhetorical empathy at work in feminist transnational mentoring. 

In writing this piece, we have tacitly committed to examining honestly the ways we have interacted across difference, for better and worse. As I’m reading more in the area of cultural rhetorics recently, I see many resonances between that term and what we are here calling rhetorical empathy as a transnational feminist mentoring practice. In particular, what conversations in cultural rhetorics have helped to reveal for me is the utility and necessity of fluidity, change, and contact as resources informing cultural (and transnational feminist) rhetorics (Jackson). That is, it is not the isolation of practices, positionalities, or experiences that animates these discourses as sites of liberatory potential, but the purposeful interaction between and among them–the transrhetorical practices in our mentoring practice, as Rachel Jackson theorizes. I am beginning to see more and more in both Liz’s and Asmi’s accounts, as well as my own, a common desire to share and learn from stories that are different from our own. To constellate our experiences and perspectives as part of our discrete research projects and scholarly identities (Powell et al.). To be changed. I wonder what thinking of our transnational feminist mentoring praxis of rhetorical empathy in relation to these cultural rhetorics frameworks might afford or enable? 

Liz:  Reading Amy’s introduction, I am struck by the familiarity between Asmita and Amy, an initial familiarity Asmita and I did not have. For example, I never before called Asmita, Asmi, and I feel a bit uncomfortable doing so. As I wonder about my discomfort, I consider whether it’s my upbringing that forces the totally professional stance. When Asmita and I first met, before the disaster of the University imposing its not-so-subtle racism, Asmita offered me a gift.  A present from Nepal. I told her that I couldn’t accept it. There must be rules about accepting gifts from students, I thought, but didn’t know. I didn’t want to break rules. Am I such a gatekeeper, assimilating Asmita into the rules of North American academic traditions? Perhaps it results from our mutual recognition of my role as mother to children around the same age as her, and as she joins us for dinner, she is another member of the family, and I treat her as such.      

I’m also struck by Asmita’s observation that my involvement with her after the University disaster could be perceived as a “rescue” effort. Indeed, it could. As a white, female, full professor, I was in a position of power as Asmita came to the University. My “helping” her could be something for me to cite on merit forms and among my colleagues of what a wonderful person I am. I could assuage any discomfort I might feel about any of my own racial biases. Though I am horrified that I might have such selfish motives, I can’t quite dismiss that perspective. How can I avoid such self-serving rescuing as a white woman, I continually ask. 

As I contemplate this concept, I also note that discussions of “mothering” are parts of Asmi’s and Amy’s initial narratives while not part of my own, yet mothering is something that is comfortable to me–and enters all my teaching whether I want it there or not. I have two adult sons, but I still mother. My mothering is now more like mentoring, structuring our relationship in terms of trust and dedication to one another. For those of us comfortable with mothering (regardless of any actual parental roles), we can use those skills to nurture all students, as we simultaneously model that academic success and motherhood can be achieved together.  It’s messy, for sure, but it can be done. 

While recognizing that “the metaphor of the (cis-hetero) family has historically been used to produce whiteness and augment white power as well as paper over deep and irreparable structural trauma,” it is also possible, following Lisa M. Corrigan and Anjali Vatz, to imagine an ethic of care “where collaboration is prioritized and where growth is modeled and nurtured through intimate networks of collective solidarity and mutuality” (224, 226). For radical women of color feminists, as well as for myself, “mothering” in these ways may provide a model for this kind of care (Gumbs, Martens, and Williams). It may also take one of the hegemonic roles assigned to women and put it to work contesting hegemonic norms, which is messy business.

While there are no easy answers here, we need to recognize the multidirectional nature of knowledge and empathy, including its relationality to other positionalities we might hold, to better understand each other and learn from each other. Power is complex, and while mentors may sometimes have more privilege than do many of their mentees, the mentees have vast amounts of knowledge that can benefit the mentor.

More than Empathy: Rhetorical Empathy in Practice     

An implicit commonality within our discussion is the need for empathy. However, empathy in itself can be dangerous if the vicarious experience that promotes the empathetic reaction appears to substitute for the actual experiences that are empathized. As Ann Jurecic states, empathy can be complicit with “oppressive practices” (17). 

In our work together, understanding the other has been essential, but this understanding has been multidirectional.  The “rescue” mission that Liz engaged in with Asmita rescued Liz as much as it did Asmita; as Amy “helped” Asmita with her text on Yogmaya, Asmita helped her just as much. Empathy is not about power, and it is about power. We need to continually stretch our understanding of others, and ourselves, as we work to help each other and our field advances in the direction of social justice. 

After writing and reading these narratives, the three of us met to see what we could cull from our experiences and reflections about this work. To this end, we close by returning here to our original three questions and briefly discuss how our narratives collectively respond to them to illuminate our learnings about empathy and solidarity in our transnational feminist mentoring practices.

1. How can mentors and mentees bring their intersectional selves into their relationships?

As numerous mentors and mentees before us have observed (e.g., Okawa; Rowe, “What Actually Works”; Rowe, “Building Mentorship Frameworks”; Rheineck and Rowland), we recognize that both mentor and mentee must know and understand each other’s positionality both in and out of academia. Being self-reflective about one’s positionality will help to understand one’s privileges and challenges. 

Mentorship is already a hierarchical relationship. Amy and Liz recognized that in order to produce productive intellectual works and learning out of mentorships, they had to be willing to share the power that comes with their positionality. Power sharing here means willingness to be uncomfortable when it comes to empowering mentees. We must recognize that vulnerability can enhance rhetorical thinking (Marback). 

In each of our narratives, we cannot help but to be our intersectional selves: a brown graduate student and two white tenured professors, one at the beginning of her career, the other well into it. But we are also much more than the color of our skin or our roles in the university, and who we are continually evolves. As Asmita’s scholarship becomes more established, she will gain power; as Liz’s gray hairs turn white, she will lose it. While everyone’s positionality changes over time with reversals of wealth and health, with the passing of time in a patriarchal world, women are particularly likely to find their power differentials in a deficit. As women marry, have children, age, and lose ability, they are less likely to maintain power than are men (e.g., Carmel, Miller).  If we are serious about positive transnational mentoring relationships, we need to recognize their ongoing and intergenerational natures, as we continue to work and learn together. Amy’s listening to Asmi allows her to learn; Liz’s collaborations with Asmi teach her to challenge her assumptions; Asmi is able to negotiate gatekeepers. 

2. How can we understand mentor and mentee relationships as relational sites of solidarity?

Throughout these narratives, each of us recognized the value of what the other offered. Such recognition is essential. As in our case, when Asmi had been made to feel that her experiences did not count, Amy and Liz helped Asmi recognize the value of her previous experiences. This does not mean, as Juan Guerra points out, that Liz and Amy told Asmi to only use discourses associated with Standard White English (SWE) and its power to communicate those experiences and insights, but instead that they recognized and encouraged Asmi’s “rhetorical sensibilities” developed within her translingual practice as part of what she has to offer to her scholarly work. It also meant that Liz and Amy recognized that Asmi’s prior knowledge created thresholds for the development of their new knowledge, as their mentoring created thresholds for Asmi’s new knowledge.

The three of us also continually asked each other what role they wanted to be in, as Gesa E. Kirsch recommends feminist collaborators must. They had clear communication about authorship: Liz was explicit about that in their work, Asmi should be the first author. Asmi and Liz also discussed the demands of academic publication in the US and how to work accordingly–without losing confidence. Amy made clear she was not going to offer solutions to Asmi’s ponderings about Yogmaya–she wanted Asmi to figure out the answers. Amy told Asmi that Asmi was the sole producer of the knowledge she was creating and that she had the authority to carve the knowledge in the way she wanted. In our relationships, the focus has been less on the teaching and more on learning what role Asmi’s expertise had in the material.

3. How can intersectional differences between mentors and mentees be negotiated for social justice purposes? 

Recognizing our solidarity and the changing dynamics of our intersectionality, we have continually been challenging gatekeepers, trying to make our field more expansive. As mentors, we have encountered the paradoxes of being both gatekeepers and gate-breakers. However, part of the solidarity found in our fluid intersectionalities requires that, while we may have common goals in challenging the gatekeepers, many mentees from countries outside the US fear challenging gatekeepers because of visa policies and their documents. They do not want to speak against the system to which they are foreign. In such cases, we need to illustrate means of challenging the status quo.  For example, after Liz knew that Asmi was not allowed to teach, Liz went to talk with several of the administrators working on the behalf of international students and the school. She asked the exact reason Asmi was not allowed to teach. Liz was told that some decision makers wanted to give a good impression of the school. As a tenured professor, Liz made clear Asmi was an asset to the university. Such modeling illustrates we can recognize our intersectional selves to create solidarity to take on tasks that work for social justice. 

We also have to recognize when we are gatekeepers. As Amy and Liz have worked with Asmi, they have tried to handle differences in language and culture with care, recognizing such differences as resources, and not simply assumed as errors (Lu; Horner et al.). Our own work in this piece recognizes the discomfort with assimilation as well as with “error, ” a discomfort Suresh Canagarajah has discussed at length. We want this piece to be published, to be shared; however, we know the syntax here is not always conventional English. We struggle with how much to “correct” and how much to allow to create change and resist assimilation. After all, editors and publishing houses are gatekeepers, too (Corrigan and Vatz). Challenging the gatekeepers means a critical recognition and rejection of policies and practices that have prevented various peoples from moving forward. 

Challenging gatekeeping, like each aspect of transnational feminist solidarity we have explored, is a self-reflective practice of asking if our positions, roles, and practices are hampering others from moving forward. These moments do not present easy answers for any of us. However, as mentee and mentor in solidarity with one another, we struggle together.

Works Cited

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Building Feminist Dwellings in Academic Spaces

Prologue

The title of this piece is a play on the word “dwelling,” and an honest statement describing this writing: I am a feminist dwelling on and in academic space. A dwelling as a noun can be a temporary or permanent shelter in which to dwell. To dwell can be to live and it can be to ruminate and focus on a particular aspect of that living. Sara Ahmed calls her book, Living a Feminist Life, a built dwelling, and throughout the book as well as her blog from which it sprung, feminist killjoys, she plays with variations on this word and the concepts of building and home. She writes, “Writing the book has been like: trying to build a feminist shelter. I often think of books as houses. They are built out of stuff. They create room for us to dwell” (feminist killjoys para. 2). I echo her sentiment, and in general have found myself as a woman and as a feminist looking to the written word for places to shelter, whether I am lost in someone else’s words or in my own. Perhaps you can relate to this. 

This is a collection of individual stories; stories that are my own struggles to find dwelling- places in feminism, in rhetoric and composition, and in academia. As Aja Martinez says in her book, Counterstory, 

I believe that we’ve all been telling stories all along, but some stories are elevated to the status of theory, scholarship, and literature, while, too often, minoritized perspectives are relegated to marginalized or overlooked ‘cultural rhetorics’ methods or genres. (Martinez 1-2)

Stories are and always have been a fundamental part of rhetoric and of theorizing rhetoric. As a white woman, I do not want to claim that this is a counterstory as Martinez describes it, but it is a self-exploration that is not in the normative mode of argument that academia tends to value. It is a dwelling.

I’ll start where I currently dwell in multiple senses. 

Story 1

The ground on which my house sits, on which my institution rests, on which my livelihood depends is the ancestral, traditional, and contemporary homeland and gathering place of the Cayuse, Walla Walla, Umatilla, Nez Perce, Palouse and Yakima nations. In 1855, a treaty council was held by U.S. government representatives, and against tribal arguments and interests, tribal leaders were coerced into signing treaties that lost them guaranteed access to 6.4 million acres of land. The Walla Walla, Umatilla, and Cayuse nations “secured a reservation of 510, 000 acres in northeastern Oregon,” just south of where I am now located (Trafzer). This acreage was later surveyed as only 245,000 acres by the U.S. government, leading to continued land debates. 

Over time the Umatilla reservation became the homeland of several families from diverse tribes. The Walla Walla Council and the treaty that created the reservation have significant implications today for the Confederated Tribes of the Umatilla Indian Reservation [CTUIR], guaranteeing the tribe’s legal status and its government-to-government relationship with the United States. (Trafzer)

What I have just written can be read as a “land acknowledgement,” which it is, but it is also a relationship, another dwelling. I want to recognize this ongoing relationship that several tribes on and off the CTUIR have to this land and the surrounding area, because so many land acknowledgements seem to relegate the relational aspect of the land to the past. The 1855 treaty does not exist as a historical artifact, but as a living treaty. My college and my home stand on this land. 

My college is named after the missionaries that came to this region to convert the people already living here, but instead of enlightenment, they brought more white settlers on the Oregon Trail and they brought disease, dis-ease. 

I am feeling dis-ease.

The statue in honor of Marcus Whitman, our college’s namesake, greets students as they come onto campus from downtown Walla Walla. Periodically some student group “defaces” the statue in an act of protest, and yet it stands. 

Fig. 1. Patia, Katilyn. Contributed Photograph of Marcus Whitman Statue “defaced,” in student newspaper, Whitman Wire. Bronze statue of a presumably white man in frontier clothing and coon cap hat, standing on a rock, bags in left hand, and a large book under the right arm. This hand and book have been spray painted bright red. Beneath the statue is a pedestal with a quotation inscribed, which normally reads, “’My plans require time and distance,’ Marcus Whitman.” The word “distance” has been crossed out with red spray paint and in large block letters “GENOCIDE” has been written beneath so that the quote now reads, “My plans require time and GENOCIDE.”

Stands.

These grounds are not easy to navigate for anyone with mobility impairments, especially the administrative building, the oldest building on campus and the most iconic, which, like many other such buildings on many other such campuses, is flanked by steep stairs to enter the main entrance (Dolmage), unless you go around to the back and enter through a ramp leading to the ground floor. The upper administration is on the top floor.

Fig. 2. Photograph by C.C. Pierce, Memorial Hall, circa 1907, Whitman College. The black and white photograph centers an academic building of three stories made of stone and brick, with a five-story tall clock tower, beneath which is the arched entrance flanked by steep stairs in a pyramidal shape

We who run writing centers are fond of marking our position in the margins of academia. We are hybrid people, part teachers, part administrators, part scholars. As far as prestige in academia goes (as far as that can go), yes, we tend not to be taken as seriously as some of our loftier literary counterparts. But let’s be real. We have jobs in academia. We have advanced degrees. The majority of us are white. It is true that some of us hold contingent or staff positions that do not come with the security of tenure, which is a way that neoliberal higher education exploits us (Valentine), but how many people in the world have the kind of job security offered by tenure? And what are our centers on the margins doing, ultimately? I began my trajectory in Rhetoric and Composition by teaching an activity I love because of a desire to spread this love of writing like an evangelist, like a missionary, like a colonizer; we writing center directors carry forth this mission.

This is an uncomfortable statement and one I am trying to come to terms with, to hold both my position as writing “missionary” and as practitioner of liberatory education in tension together. I sit in dis-ease, as Asao Inoue asked us in his 2019 CCCC address; can those of us who are white just sit with discomfort for a while (Inoue)? Being uncomfortable is radically different from being unsafe. Considering again the historical and contemporary exploitation of the land on which I carry out my “mission,” being uncomfortable is warranted. What can it mean for me to hold these two contradictory positions in tension and can I persist within this tension, as a feminist, and as a proponent of racial and disability justice? Sara Ahmed writes, “If we are not exterior to the problem under investigation, we too are the problem under investigation“ (94). And so I find myself under investigation.

In a printed symposium, Cody Jackson and Christina Cedillo claim, “Everyone in our discipline performs complicity with/in its structures in some way. Some of us do so to gain access to professional spaces. With that access, we conspire to enact change, a form of resistance to the damage wreaked by policies decided for us without us” (109).  I want to conspire in this way. To be honest, I did not enter our discipline with resistance in mind. I entered whole-heartedly and naively as a writing evangelist. I spent my whole life seeking solace from a painful material reality in words on a page. My reality growing up was extremely unstable financially and emotionally; but when there was no money, when I did not feel secure in my home, there were books, and I could feel secure in the imaginary dwellings there. Entering academia as a white feminist with a still invisible disability, I did not yet realize the harm academia, our discipline, and my teaching could inflict, even on me. In the slow process of realization, consciousness- raising, and the gradual visibility of my disability, in my PhD program and then as a faculty member, I have come to question the structures within which I am embedded and by which I receive so much advantage in our society. I have come to feel less safe in academia the further in I get.

Story 2

A few years ago, I took a small group of students to Shanghai for a short-term course on teaching English in China (TESOL China). I had this course approved in part because of its potential appeal to students who might later participate in a program called “Whitman in China,” which ships recent graduates (commodities) to China to teach English in universities short-term. In the actual course, we focused on the neocolonial forces that allow such an exchange of intellectual resources to occur, that allow recently graduated students without expertise in teaching a language to travel abroad and widen their “horizons.” It is a “great opportunity” for these recent grads, and many are very happy and stay on in China. But there are many highly educated and skilled teachers of English in China already. So why recruit these white American, British, Australian grads (Lan 2021)? On the one hand, they are cheap short-term solutions, and as such they themselves are being exploited by their institutions. On the other hand, there is a persistent and pernicious preference for “native” white English speakers as teachers, despite the general linguistic awareness that there are global Englishes. Pause to consider the potential irony of the phrase “native English speaker.” Louise Erdrich captures this irony in her 2000 personal essay “Two Languages in Mind, but Just One in my Heart”:

[English] is, after all, the language stuffed into my mother’s ancestors’ mouths. English is the reason she didn’t speak her native language and the reason I can barely limp along in mine. English is an all-devouring language that has moved across North America like the fabulous plagues of locusts that darkened the sky and devoured even the handles of rakes and hoes. Yet the omnivorous nature of a colonial language is a writer’s gift. (Erdrich para. 7)

I continue to wrestle with this gift. How can I love the freedom I perceive writing and reading in English to have given me and not be equally omnivorous?

Fig. 3. Photo by author. A group of children and teachers lined up for an assembly in a school courtyard. Above the entrance is a multi-colored slogan that reads, “One never lose anything by politeness.” My students volunteered briefly at this school, leading English learning games with huge classes of children. This particular school prides itself on their English instruction, and their promotional materials feature white international English teachers who also were likely short-term volunteers.

One evening, a student came to my room crying. She told me she had believed that education was the path to justice and equity, and I had ruined that myth for her. I am sorry. I’m still digging through the rubble of this myth in my own life. Education has never been a path to justice and equity, except by serendipitous accident, especially higher education (Spring; Loewen; and Dolmage). Education has been a system for dominating and winnowing; like the chaff wheat that is burned every year in this area, those deemed too broken to be either efficient workers or leisurely thinkers are slowly burned away while asked to jump through a series of flaming hoops we call standards.  

We are burning our students. [1]   

The late bell hooks ended her small treatise on feminism, Feminism is for Everybody, with these words: “Feminist politics aims to end domination to free us to be who we are—to live lives where we love justice, where we can live in peace. Feminism is for everybody” (hooks 118). What bell hooks describes is what I used to look for in books: freedom to be who I am, but without the feminist politics that seeks to end domination, that freedom is individual and fleeting. 

Story 3

During an online training of new instructors in the year of online instruction (2020-2021), in which we discussed accessibility in these new online formats and the stresses students were facing that may create new kinds of accommodations in their learning, one new instructor expressed what others felt: that students seemed to be demanding more and more accommodations. How do we know which ones to take seriously? Aren’t they just taking advantage of the system and our current circumstances? I jumped in before our disability services coordinator had to explain accommodations yet again to inflexible faculty. I responded that we should take our students at their word and that we cannot legally deny accommodations to any student.

In a training for teachers in our first year program just the other day, a colleague asked if anyone else had noticed that since the pandemic, students have become dependent on rubrics. Before others chimed in, I acknowledged the prevalence of rubrics in student lives, but pointed out that it has always been good practice to clearly share our evaluation criteria. Rubrics are not the only way to do this, but they may be the most familiar to our students. And then I added that I don’t like to use the word “dependent,” because it implies that there is something wrong with being dependent on assistance and in reality, we are all dependent on assistance in various ways. She disengaged for the rest of the session.  

Meg Peters, in her 2022 piece in Disability Studies Quarterly, argues for an orientation in academia toward both Universal Design for Learning (UDL) and Culturally Sustaining Pedagogy (CSP). She discusses the institutional shifts during the COVID shutdown in response to accommodations and accessibility. To bolster her insight based on her individual positioning in her institution, she cites a tweet from Disability Rhetoric scholar, Jay Dolmage: 

There is a concept in critical race theory called “Interest Convergence” (access: Derek Bell). Basically, it means conditions for the minority will only improve if the changes can be framed as helping the majority. We have a perfect example of how this is happening now. (qtd. in Peters n.p.)

Peters elaborates on Dolmage’s observation, saying, “This new conversation and these new policies, around late assignments, final exams, and online classes were completely impossible until they were seen as helpful to the majority, not the disabled minority” (Peters n.p.). I want to resist the current knee-jerk impulse expressed by my colleague to “go back to normal.” Normal is not a place we want to go back to. Normal is what we need to dismantle. A feminist dwelling must be in tension with everything that has been normal in education. We may be “dwelling” here, but only in order to keep moving, continue feminist movement.

If feminism is for everybody, as hooks suggests, then our teaching, our writing, and our institutions need radical change, because they are currently and traditionally set up to exclude most people. We need to dwell and dismantle; to dwell on our lands and institutions, their histories, their peoples, and their violences:

To build feminist dwellings, we need to dismantle what has already been assembled; we need to ask what it is we are against, what it is we are for, knowing full well that this we is not a foundation but what we are working toward. (Ahmed 2)

A feminist dwelling is dynamic and permeable; a feminist dwelling does not have a solid foundation so that it can move. What are we sheltering against? What are we sheltering for? Our “we” must consistently be working toward its we-ness. “We” is an ever-changing intersectional coalition. We cannot remain in the same abodes in the same relationships and expect feminist movement. In order to really act “for” racial, gender, sexual, linguistic, disability and any other justice, we need to “dismantle” the neocolonial assumption that the chosen few have earned their leisure. We need to resist the neoliberal emphasis on individual productivity at the expense of wellness, community, and our land. We must pursue a radical coalitional accessibility, the foundation of which is care-taking. 

Hubrig and Osorio challenge us to never settle (yet another dwelling metaphor) for mere reform: “Disability justice is not about mere reform but is invested in dismantling and rebuilding exclusionary institutions, and as such, disability justice may always exist in tension with academic institutions” (91). So, I maintain the tension in my position now as I work at dismantling the house I once entered so enthusiastically.

Like many others, my journey through COVID-19 has been harrowing, and also like many others, I have reexamined my priorities in light of the fragility of life. I want to tell you this next story not because it is unusual, but because it very much is not, and though the difficulties of my situation were heightened by the pandemic, stories like this predate the tsunami that has been the COVID pandemic. I also tell you this story because I think it illustrates why we cannot “go back to normal,” and why we must take care in our dwellings.

Story 4

In fall of 2019, my mother-in-law’s dementia had started to progress very quickly. After a panicked night spent on our couch sure that there were men coming to kill her, we moved her in with us to keep her safe. She started wandering away soon after. By the time that COVID had finally become a serious concern in the US, and we were all being sent home from classrooms and workplaces, she was very confused. Explaining the need for face masks to her was a sometimes hourly ordeal. Our three children were also home, each on the brink of an important life transition that would be missed: my eldest about to graduate high school, my middle about to graduate middle school, and my youngest about to graduate from elementary school. My eldest lost his bedroom to his grandmother and after his “graduation,” took a gap year where he lived in an apartment with friends while working remotely.

Remotely should be the word of 2020. We worked remotely, we schooled remotely, we played games remotely, we existed remotely, except for where we didn’t. Remote from the rest of the world, families were stacked on top of each other in isolation from others and extreme proximity to each other. For many of us in academia, this stacking was an entirely new phenomenon, but for many many others in our country, not to mention outside our country, it was merely an amplification of a persistent living accommodation. 

I took up running and ran my first half-marathon in 2021. I was running from the intimacy and claustrophobia of home to someplace in some ways more remote, remote from people on winding country roads, but in much closer relationship to my surroundings. Running by the mountains alone, I felt grounded. Perhaps my mother-in-law was also trying to escape our proximity, or she was trying to walk home to Ohio from Washington. We had to call the police to find her on three different occasions. One of these occasions was after we had moved her into assisted living, where we could only talk to her through a glass window on a smart phone she did not know how to use. After her escape, they could no longer care for her and she moved back in with us.

Fig. 4. Photograph by David Ryder of Dorothy Campbell and her son, Charlie Campbell, attempting to talk via cell phone through a window with husband, Gene Campbell, at the Life Care Center outside Seattle. A tall middle aged man stands next to a hunched elderly woman. He holds a red cell phone to a window with mini-blinds that obstruct any view of the person on the other side of the window.

 

While teaching remotely, helping my children learn remotely, running the writing center remotely (a completely new modality for our center), I became the primary caregiver for my mother-in-law. This would not have been possible if not for the pandemic. If you do not know what this care-giving means, I will give some highlights. If you do know what this means, feel free to skip a paragraph. Caring for someone with fronto-temporal dementia means learning a new kind of sign language, because they lose the ability to use their words in meaningful ways early in the progress of the disease. So in a way I was re-learning to teach rhetoric at a really fundamental level, using my body and tone to make sure we were understanding each other. But eventually, even these gestures stop working, and the body itself begins to lose track of the brain. This meant sometimes my mother-in-law threw things at me and sometimes she patted me on the head and said, “I love you.” This meant that sometimes when her own son walked into the room she flinched at some past wound inflicted by some past man or men. This meant cooking for her, washing for her, trimming her hair and nails, hiding medicine from her, installing sliding bolts on the doors of the house. This meant cleaning her bedroom of urine and feces every morning. This meant showering a woman 9 inches taller than me and hoping she would not fall, which she finally did on the day she moved to the only memory care facility in our town that could handle “wandering” and takes Medicaid. 

I am not writing about this as a tangent. I am writing about this because though COVID brought these kinds of caretaking into high-definition focus, caretaking has always been a separate full-time job for many of us, and our institutions are not designed to facilitate that. For many of us in feminized and marginalized positions, caretaking has also always been a part of our teaching and advising. In many ways I am grateful that my mother-in-law’s decline happened during the initial shutdown in our state because it meant I was home. My partner’s job meant staying in front of his computer all day, but I had the flexibility to “watch” her while working. 

I would not have that now, since our institution has reasserted its commitment to the normal “in-person” learning, despite the fact that in many ways online teaching was better for me at times and I’ve had at least two students with disabilities who privately have requested a kind of hybrid-online experience because of the physical and emotional difficulty of getting to class. We as members of academia were not trained to think this way. “Educators are not taught to imagine that their students have lives and experiences outside of their classrooms. Even when teaching feminist or disability-related subjects, educators are taught to expect ‘academic rigour’ in their classrooms, without regard for how that rigour might involve class, race, or ability privilege” (Peters). We need to take care of each other and of our students.

Academia does not value care-giving. 

Academia does not take care. 

Moral of the Stories

I tell my writing center tutors this anecdote a lot. Once a tutor-in-training said they thought that the center’s ultimate goal would be to no longer exist because it would no longer be needed. They actually said, “no longer be a crutch.” That particular metaphor is hopefully obviously ableist, but the premise, which is common, is too. To call a mode of learning “a crutch” is to simultaneously devalue the lives of folks with mobility impairments and to reify the notion that the normal is crutch free. What is it that is inherently bad about “needing” feedback on writing, “needing” tutoring or help, needing translation, needing caregiving? In the realm of academia, it is a sign of the Other, the one who should not have scaled the Ivory Tower and may be slipping as we speak. That is not only ableist but deeply neocolonial.

Furthermore “accommodations” as a concept does the same thing as “crutch”: To say “accommodation for learning” emphasizes a “normal” or commonplace type of learning from which the accommodation is deviating. The missing premise is that there is some normal, or best, way to learn and that it is solely located in an individual’s efforts and innate capability. This commonplace insists on a model of productivity that relies on individual responsibility and that upholds a neoliberal value system, which is an outgrowth and continuation of neo/coloniality. 

I am not suggesting that professors refuse to grant accommodations or that students who have a right to accommodations should not demand them! On the contrary, I’m suggesting that the fact that we need to grant accommodations at all should not highlight a deficit in any individual, but a deficit in an institution and in a pedagogy that failed to imagine them in the first place. It highlights a need to dismantle and move the dwelling.

As I work to dismantle this house, to dwell differently, I work against certain commonplaces in academia and in our field. The term common-place is rooted literally in a common place, common ground, as metaphor. I’ve discussed the ground I stand on at my institution, which is anything but common. What is the ground you read this on? Is it common?  A rhetorical commonplace is a seeming truth taken for granted by a certain group of people, and on which many arguments can rest. When we say common sense, we are getting at the essence of this principle. But is sense ever common? Or is it contingent and based on our position in the world and in time? So commonplaces are also just tacitly agreed-upon assumptions by those with the power to frame discourse in that time and place. Commonplaces are useful in persuasion and argumentation, because you don’t have to waste time proving and explaining them. But precisely because of this quality, as critical thinkers, we need to uncover and examine them. If we are going to really dwell as feminists, we need to dismantle the metaphorical towers that exist in our languaging too. 

Perhaps these commandments resonate with you: You should not attend your doctoral program at the same institution where you attended your master’s program, let alone your bachelor’s (coming to graduate school with a family does not exempt you); you should be ready to move wherever the job takes you; you should be willing to work 60 hour weeks for your modest salary for love of the students or for love of the research; students should learn to stand on their own two feet; students should become better writers through the writing center and the writing program to the point that they may no longer need to come to the center; tutors should ask questions and not provide answers.

I could go on listing commonplaces that serve as tacit commandments in academia and in our field. The underlying theme in all of these is a neoliberal insistence on self-sufficiency that excludes the majority of people from our grounds. Self-sufficiency is a myth and it does not honor larger kinship systems, cultural values of caretaking, or disability as a lived experience of interdependence (Bost; Foss). 

To live lives in peace and to end domination, as bell hooks calls us to, and to build our feminist dwellings, as Sara Ahmed imagines, we need to consistently spend time dwelling, moving, dismantling, and dwelling again. We need to take care as we do so. We need accessibility in the broadest sense, a sense that values care-taking and that demolishes practices and beliefs that harm others. Hubrig and Osorio offer a definition of the kind of access we should strive toward: “We believe that access is dynamic. Access is relational. Access is intersectional. Access is political. In the words of disabled women of color Mia Mingus, Alice Wong, and Sandy Ho, ‘access is love’” (88). With this dwelling, I will move on and say, “I love you.”

Fig. 5. “Harmful Commonplaces in Academia,” infographic by author, OCR optimized. This infographic presents commonplaces overheard in academia that govern student and faculty perceptions and actions. The commonplaces are some of many and are meant to represent the range of colonial and ableist ideas floating through our workplaces and life-places. There are certainly many more than are listed here.

Works Cited

Ahmed, Sara. Living a Feminist Life. Duke University Press, 2017. https://doi.org/10.2307/j.ctv11g9836. Accessed 10 Apr. 2023.

—. Feminist Shelters.” feminist killjoys, 30 Dec. 2015. https://feministkilljoys.com/2015/12/30/feminist-shelters/

Bost, Suzanne. “Disability, Decoloniality, and Other than-Humanist Ethics in Anzaldúan Thought.” Disability and the Global South, vol. 6, no. 1, 2019, pp. 1562–80. 

Dirth, Thomas P., and Glenn A. Adams. 2019. “Decolonial Theory and Disability Studies: On the Modernity/Coloniality of Ability.” Journal of Social and Political Psychology, vol. 7, no. 1, 2019, pp. 260-89. https://doi.org/10.5964/jspp.v7i1.762. 

Dolmage, Jay. Academic Ableism: Disability and Higher Education. E-book, University of Michigan Press, 2017.  https://doi.org/10.3998/mpu b.9708722. 

Erdrich, Louise. “Two Languages in Mind, but Just One in the Heart.” The New York Times on the Web, 22 May 2000. https://archive.nytimes.com/www.nytimes.com/library/books/052200erdrich-writing.html 

Forrest, Brady James. “Crip Feelings/Feeling Crip.” Journal of Literary & Cultural Disability Studies, vol. 14, no. 1, 2020, pp.  75-89, 129. http://dx.doi.org.ezproxy.whitman.edu/10.3828/jlcds. 2019.14. 

Foss, Chris. “Individual Redemption Through Universal Design; Or, How IEP Meetings Have Infused My Pedagogy with an Ethic of Care(Taking).” Pedagogy, vol. 15, no. 3, 2015, pp. 477–91.  https://doi.org/10.1215/15314200-2917057. 

Grech, Shaun. “Decolonising Eurocentric Disability Studies: Why Colonialism Matters in the Disability and Global South Debate.” Social Identities, vol. 21, no.  1, 2015, pp. 6– 21. https://doi.org/10.1080/13504630.2014.995347. 

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End Notes

[1] Though scholars in our field, in particular scholars of color, such as the authors of “This Ain’t Another Statement! This is a DEMAND for Black Linguistic Justice!,” have been working on antiracist pedagogy and linguistic justice for quite some time, as they point out, very little has changed at our institutions and in our field more broadly. (April Baker-Bell, Bonnie J. Williams-Farrier, Davena Jackson, Lamar Johnson, Carmen Kynard, and Teaira McMurty.)