Economies of Rights: Transnational Feminism and the Transactional Structure of Rights

Recalling that discrimination against women violates the principles of equality of rights and respect for human dignity, is an obstacle to the participation of women, on equal terms with men, in the political, social, economic and cultural life of their countries, hampers the growth of the prosperity of society and the family and makes more difficult the full development of the potentialities of women in the service of their countries and of humanity. 

Convention on the Elimination of All Forms of Discrimination against Women (resolution 34/180) 1981

The irreducible imbrication of all claims to human rights within the force field of global capitalism requires us to rethink the understanding of normativity that is the basis of currently existing human rights discourse. 

Pheng Cheah, Inhuman Conditions (149) 

 

This paper draws on transnational feminist rhetorical methodologies to trace the rhetorical relationship between women’s rights and the economic imperative that underwrites the project of human rights.[1] This multipart argument turns on several questions: on what and whose terms are gendered rights being determined and made normative? How does that normative discourse contribute to the operations of power that both construct and undermine women as rights-bearing and rights-claiming subjects throughout the world?[2] And, foundational to these questions: how are different kinds of violence recognized (or not) as legal violations

These questions are vital to women’s rights as human rights in particular because until about the mid-nineties, despite the existence of the 1967 Declaration on the Elimination of Discrimination Against Women, the 1979 Convention on the Elimination of all forms of Discrimination Against Women, and the UN’s “Decade for Women” from 1975-1985, violence against women was not considered a human rights violation through most of the twentieth century. Instead, gendered violence was framed as “women’s issues” or more problematically, “domestic issues,” categorized outside the purview of the state and saturated by Global North definitions of domesticity, heteronormativity, and gender. These “domestic issues” were, paradoxically, codified as beyond the reach of the state by individual rights, including the right to privacy, which had the unintentional effect of largely removing gendered violence from the legal reach of international human rights law (see Bunch, Sullivan). 

Thus, despite the decades of conversation on women’s rights, the discourses surrounding gendered human rights in legal, rhetorical, and narrative discourses have traditionally addressed gross human rights violations that interrupt the perceived state of normalcy while frequently neglecting less acute but sometimes more pervasive human rights abuses, including women’s rights and gendered rights occurring in the so-called private sphere. As Donna Sullivan argues, “the challenge is not to shift focus away from gross violations of civil and political rights by the state, but, first, to broaden the normative framework to include the abuses suffered by women that do not fit this paradigm” (127). 

In the first half of this article, I start by examining the Greek history of the rhetorics of economy to articulate how deeply intertwined the notion of rights and economy are, not just in terms of how economy founds the language of rights, but also vice versa, in terms of how eudemonia and the language of rights founds Ancient Greek rhetorics of economy. I then trace the economic rhetoric surrounding the mainstream emergence of women’s rights as human rights through discourses operating in the Global North that are widely viewed as historically central to the normative international women’s rights movement, including the Convention on the Elimination of Discrimination Against Women (hereafter CEDAW) and speeches by Hillary Clinton. This tracing is informed by the robust literature of transnational feminism and transnational feminist rhetorics from the last several decades (for example, see Grewal and Kaplan, Mohanty, Chowdhury, Mahmood, Dingo, Hesford, Lyon, and Yam to name a few). As Rebecca Dingo argues in Networking Arguments: Rhetoric, Transnational Feminism, and Public Policy Writing, rhetorical methodologies help us understand how the rhetoric of women’s rights travels across discursive networks, becoming reframed and coopted to fit development agendas as it mainstreams (2).[3] Taking up this methodology, I offer that the normative discourse of international women’s rights has always been tied to discourses of development and framed in economic terms. As it flowed through rhetorical networks, this hegemonic relationship became the primary justifier of women’s rights as human rights in the transnational mainstream. This first section ends with a reading of the structure of rights that demonstrates the ways in which women’s rights were always already embedded in a transactional economy of rights. 

I am not the first to address the rhetorical relationship of women’s rights to neoliberal economic discourse (see Dingo, Jensen and Hesford, Grewal and Kaplan, Brown and more). For example, in Networking Arguments, Dingo traces this rhetorical logic of predicating women’s rights on economic value and development rhetorics through speeches given by mainstream international spokespersons like the president of the World Bank. Additionally, Inderpal Grewal and Caren Kaplan as well as Wendy Brown offer important critiques of women’s rights and neoliberalism. Building on these and other scholars, I offer a complimentary reading of this networked discourse but framed explicitly through the lens of human rights theory. I suggest that this rhetoric of economic development was not so much coopted by economic justifications as it traveled across rhetorical networks, but rather that the language of rights originated through economic terms steeped in colonial logics, extractive politics, and unequal development structures. In other words, women’s rights as human rights cannot escape the originating premise of the economies of rights—it became part and parcel of the project of women’s rights the moment women’s rights were named human rights. Recognizing this logic as a founding premise in women’s rights as human rights is an important step in understanding how to conduct advocacy, activism, and structural critique from a transnational feminist rhetorics analytic that seeks to expand the notion of women’s rights despite its origins. 

In the second half of the article, then, I turn to narrative and theories in human rights and literature to analyze the ways in which transnational cultural production both legitimates and potentially remakes the normative discourse of what Inderpal Grewal calls the human rights “regime” (Transnational America 1). I argue that Wendy Law-Yone’s novel The Road to Wanting offers a transnational feminist perspective on this underlying logic in the relationship between women’s rights, human rights, and global capital in the sex-trafficking industry.[4] The novel imaginatively depicts a nuanced subject of gendered rights who cannot transcend the normative and gendered hegemonic rhetoric of global capitalism in human rights. However, through depicting a kind of transnational feminist rhetorical solidarity, the novel complicates the economic structure of rights and the tropes of passivity and victimhood that continue to mark the legal discourse of trafficking and gendered rights discourse, even as it does not deny the foundational role that this economic imperative has in women’s rights. Human rights are legitimated by narrative.[5] This article uses a rhetorical methodology to examine how literature as cultural production both constructs and potentially remakes human rights discourse. Ultimately, I argue that the novel offers an alternative model of women’s rights as human rights born out of a feminist solidarity that is formed because of the economy of rights, not in spite of it. 

Economies of Gendered Rights

The term “economy” as it is used in this article comes from the Ancient Greek, οἰκονομία (oikonomía) and is often translated literally as household or estate management based on oikos (household) and nemein, or “management and dispensation” (Leshem 225). What was once a way to describe the relationship between means and ends in household management and eudemonia, or the pursuit of the good life in abundance, has now become a vernacular term largely divorced from the ethical and defined by a transactional framework concerned with the distribution and consumption of goods and services in a framework of scarcity (Leshem 226). However, the Ancient Greek usage is interesting for this argument since it has gendered and political implications: one of the first recorded usages of the root of oikonomía is in a sixth-century poem by Phocylides in which the poet recommends marriage to a woman who has good “oikonomis,” or work ethic (Leshem 227). Perhaps the most enduring relationship that carries forward to the contemporary notion of economies and rights is the connection between the home (including the family as well as slaves), property, and the polis. In fact, the word “estate” in Ancient Greek is oikoi. During Aristotle’s time, the discourse of oikonomía became much more commonplace and extended beyond household or estate management to philosophy and the political sphere so much so that the term came to be used to describe the “rational management” of everything from the marketplace to bodily functions (Leshem 228). This historical trajectory of the term oikonomía/economy has bearing on the argument that follows because it exemplifies not only the ways in which the discourse has foundations in patriarchal systems but also, relatedly, in the notion of estate management, including slave ownership and the heteronormative familial unit that founds the polis, the same building blocks of human rights discourse. I use the language of economies to signal this history as well as the more contemporary transactional definition that signifies the unequal global and transactional movement of media, bodies, knowledge, etc. across borders—what Arjun Appadurai calls global “scapes” (296). To speak of economies, then, is to speak of concepts that are enshrined in the Universal Declaration of Human Rights (UDHR). Simultaneously, to speak of the economies of rights in rhetorical terms, then, is to speak of the ways in which human rights have always been understood within systems, rhetorical networks, and mobilizations of local and global capital, a concept that I will elaborate further. 

The epigraphs that frame this argument offer insight into the normative relationship of global economies to women’s rights as it manifests in transnational sex trafficking, and the challenges and potentialities of transnational feminism as an approach to mobilizing women’s rights. The first epigraph is from the preface of the Convention on the Elimination of All forms of Discrimination Against Women. CEDAW was adopted in 1979 by the UN General Assembly as an international bill of rights for women. It was entered into force in 1981 and has been ratified by 189 states.[6] This particular passage quoted above from CEDAW’s preamble demonstrates the ways in which the convention is framed by a prefiguring economic premise. Discrimination against women, it argues, damages the ability for women to contribute to the “political, social, economic, and cultural life of their countries,” which in turn damages countries’ “growth and prosperity” (CEDAW). As Donna Sullivan, Charlotte Skeet, and others argue, since the latter half of the twentieth century, this instrumentalization of women’s rights in economic terms has been foundational to the normativity and mobilization of women’s rights, particularly in “developing” nations or the global south.

This rhetorical move in the preamble that puts women in service to the nation (as opposed to the converse) brings to mind Gina Heathcote’s argument about the ways in which preambles to UN security council resolutions have “deployed feminist-derived messages as a normative weapon” by ignoring the transnational feminist histories, origins, and protests behind the law. What used to be a space to establish the legal antecedents to a current resolution, she argues, became in the 1990s, a space to establish normative groundings through references to “soft law” like the Beijing Platform to Action and other “non-legal text that invokes values, agendas, and justifications for the resolution” (Heathcote). The preamble therefore now functions more like a rhetorical premise without exposition that generates its own exigence by flattening the history of localized feminist activism and presenting the current opportune moment in ways that do not align with the diverse “temporal and geographical range of transnational feminist activism, which…is the true preamble to women, peace, and security” (Heathcote). Under this logic, the preamble to CEDAW can be viewed as a premise that (re)calls a referential past into being. In calling into being the conditions against which the convention is working, it actually establishes and solidifies the normativity of those conditions of violence while simultaneously inaugurating them as a violation. In this case, the particular quoted section of the preamble articulates the ways in which “discrimination against women violates the principles of equality of rights and respect for human dignity,” establishing the context of the violence, gendered discrimination, as a violation of human dignity. In the same moment, it establishes that violation as an “obstacle to the participation of women, on equal terms with men, in the political, social, economic and cultural life of their countries” that “hampers the growth of the prosperity of society and the family” (emphasis mine). In other words, women’s full development and potentialities are always already “in the service of their countries and of humanity” such that if discrimination against women prevents their full participation in the economies and development of their nation, then rights must be granted for the prosperous good of society, the nation, and therefore of humanity. Even as the preamble to CEDAW establishes gendered discrimination as not only violence, but also a violation, it does so via its relationship to economic development of the nation. 

This reading of the epigraph from CEDAW provides rhetorical context for the normative discourse of women’s rights as it is exemplified by one of the most neoliberal spokespersons for women’s rights as human rights: Hillary Clinton. I examine Clinton’s speeches during her political career as exemplary of a normative discourse of rights because she was a prominent mainstream voice in the Global North for women’s rights in the late 20th century and early 21st century and because her speeches demonstrate how pervasively the logic underwriting that normativity becomes tied to global capital over time, especially in the networked, mainstream discourses circulating at an international and UN level. 

In 1995, then First Lady Hillary Clinton, in front of thousands at the United Nation’s Fourth World Conference on Women in Beijing, declaimed that “women’s rights are human rights.” Although transnational feminist activists had been lobbying for decades for women’s rights, the 1995 Beijing Conference at which Clinton delivered her famous speech is widely recognized as marking the moment in which women’s rights were geopolitically articulated as and recognized as human rights. Clinton’s speech is both pedagogical and performative of the rhetorical framework articulated in CEDAW whereby women’s rights gain legitimacy through their instrumentalized relationship to global capital via alignment with heteronormative familial prosperity and national economic growth. 

Clinton states in her 1995 speech, “What we are learning around the world is that, if women are healthy and educated, their families will flourish. If women are free from violence, their families will flourish. If women have a chance to work and earn as full and equal partners in society, their families will flourish. And when families flourish, communities and nations will flourish.” Clinton bases her ethical and logical appeal for women’s rights as human rights by justifying them as in service to the family, and thus the nation. In fact, the Programme of Action published after the first UN International Conference on Population and Development in 1994 articulated a 20-year course of action based upon the relationship between “population, development and individual well-being,” predicating economic well-being on women and their access to family planning, education, and maternal health. By this logic, when women’s rights are violated, all human rights are violated and therefore, women’s rights are (and provide the foundation for) human rights and conversely, human rights are women’s rights. Through this framework, Clinton draws on and mimics existing normative structures of rights as declared in the UDHR. The enthymemic structure of the UDHR, articulated by Joseph Slaughter in Human Rights Inc., slides from “human” to “individual” to “person (before the law)” as it maps onto the bildungsroman enlightenment narrative, forming the family and community as the building blocks of the nation-state. This same logic was taken up by the U.S.’s 1996 Personal Responsibility and Work Opportunity Act, in which women’s roles were tied explicitly to individual responsibility and then family. As Dingo articulates it, the act “argues that to prepare women for a postindustrial, neoliberal economy” women must be “responsibility caregivers inside the home through the institution of marriage and more productive workers outside the home through paid labor” (5).   

Thus, by 2010, when then Secretary of State Hillary Clinton began her remarks at the 15th Anniversary of the Cairo International Conference on Population and Development (ICPD) with the statement that “women’s health is essential to the prosperity and opportunity of all, to the stability of families and communities, and the sustainability and development of nations,” she was trafficking in well-traveled discursive territory when she justified women’s rights as human rights for their value to the nation and the economy, not on their own terms. This speech in particular argued that granting women the right to contraceptives and other basic reproductive justice and health contributes positively to population control as well as the basic subsistence level and economic standing of families. In doing so, Clinton draws extensively on the language of economic capital: 

In the Obama Administration, we are convinced in the value of investing in women and girls, and we understand there is a direct line between a woman’s reproductive health and her ability to lead a productive, fulfilling life. And therefore, we believe investing in the potential of women and girls is the smartest investment we can make. It is connected to every problem on everyone’s mind around the world today (emphasis mine). 

In the fifteen years that elapsed between the 1995 Women’s Rights and Human Rights speech and the 2010 ICPD speech that centered women’s interests as an issue of economic development, the function of women within the normative discourse of universal rights widened from the family, to the nation, to the global economy. This rhetorical logic of justifying women’s rights as human rights based not only on their role in the economic prosperity of their families and their nation, but also in neoliberal terms on their role in the global market, echoes the bildungsroman of the UDHR and had by then become normative enough to be rhetorically effective when speaking to an international audience. 

As presidential candidate in 2016, Clinton’s platform was partly predicated on what she called her “historical activism” work on women’s rights. In 2017 at a speech titled “Women’s Role in Peace and Politics” given at the Georgetown University Institute for Women, Peace, and Security, Clinton evolves the narrative that women’s rights are human rights and ups the stakes of the relationship by linking this economic role to securitization. Referencing her 1995 speech she states: “we thought back in the ‘90s that we needed to do more to elevate the rights and opportunities of women and girls on every level—obviously, education and health and economic opportunity, but also to unleash the potential for involvement in ending conflicts, in creating more secure environments for all people to live in and thrive… A rising tide of women’s rights lifts entire nations” (“Women’s Role in Peace and Politics”). Thus, in the late twentieth century and early twenty-first century as women’s rights became normative under the heading of human rights – from the 1990s with the advent of the Vienna Declaration and Programme of Action (1993) and the first International Conference on Population and Development (1994) to Clinton’s speeches during the 1995 Beijing platform for action, and subsequent Conference on Population and Development (2010) to the Millennium Development Goals and current Sustainable Development Goals— the logic underwriting women’s rights was always already tied to and predicated on economics. 

The second epigraph for this argument is a passage from Pheng Cheah’s Inhuman Conditions: On Cosmopolitanism and Human Rights that theorizes this fundamental grounding of human rights in global capitalism. As Cheah argues, “Globalization touches the core of what it means to be human” (“Humanity” 1552), because discourses of rights are always already “contaminated” by global capital (Inhuman Conditions 146). Therefore, in order for the subject to be recognized as a person before the law within the global capitalist regime out of which rights emerge, the subject must be legible economically—this becomes the foundation for the concept of a person before the law. In fact, “contamination” might not even be the most appropriate word since this implies an uncontaminated form of rights that predates this economic structure when it is established that the individual foundations of human rights and legal personhood were designed first to protect the exploitative practices of the transnational corporation Dutch East India Trading Company. As Slaughter argues, “The ‘human’ of human rights is not simply given…Historically, the legal category of ‘person’ precedes the ‘human’ of human rights; juridically, the legal category of the ‘person’ carries certain rights and duties that precede the individual, that (perhaps) await activation in – or occupation by – the human” (“However incompletely” 275). We know that corporations have legal personhood, but Slaughter’s argument points out that the colonial charter and transnational corporations like the Dutch East India Company were granted legal personhood as subjects of rights well before people were and well before what we now know as human rights came into being. In other words, “corporations, and especially the colonial charter companies, were recognized as international persons in advance of the human beings they ostensibly served” (“However incompletely” 280). Thus, the foundations of rights as attached to sovereign individuals outside of exploitative capitalist structures is a convenient fiction perpetuated by the UDHR and subsequent legal frameworks. However, this is not to say that these discourses are unsalvageable. 

Women’s rights as human rights comes of age in the latter half of the twentieth century and the first few decades of the twenty-first century within normative discourses of human rights by assuming a legal personhood predicated on a fictional liberal notion of the ideal sovereign subject. In reality, this legal category of personhood that is tied already to neoliberal global economic structures and humanitarian aid, while perpetuating this fiction by ostensibly working toward an ideal of sovereign subjectivity, in fact undermines this fiction through the unequal structure of rights.[7] In this equation, as Cheah defines it, the Global South functions as participants in the global capitalist system through their response to the Global North’s model by calling upon global capitalism as the vehicle for development and seeking to compete on the North’s grounds, in particular through NGOs (Inhuman Conditions 166). Ironically then, despite the fact that the rights of the disenfranchised in the Global South are used as justification both for and against economic development (in the case of sanctions as penalties for rights abuses), as Cheah says “it is the disenfranchised who are caught in the aporetic embrace between a predatory international capitalism and an indigenous capitalism seeking to internationalize” (Inhuman Conditions 164). 

This economy of rights perpetuates the unequal structure of rights and white saviorism, including what Gayatri Spivak refers to as “white men saving brown women from brown men” (“Can the Subaltern” 93), what Makau Mutua calls the “savage victim savior model” (201), and what has come to be known as the “white savior industrial complex” (originally coined by Teju Cole in The Atlantic in 2012). As Mutua argues, human rights are deployed and humanitarian aid mobilized through an operational and “damning” metaphor of savages, victims, and saviors (hereafter SVS metaphor). In this metaphor “the predominant image of the savage…is that of a Third World, non-European person, cultural practice, or state” (216). Culture itself, Mutua argues, is ultimately figured as the savage and Global North NGOs, academics, and governmental aid organizations are figured as saviors who must step in to save victims from their own savage culture (220-221). The treatment of women and children in particular is utilized as evidence for the savagery of the culture and thus justification for intervention on humanitarian terms by the Global North. For example veiling in Iraq and Afghanistan, rape in the Democratic Republic of Congo, and sex trafficking in South Asia have all been used as humanitarian justifications for interventionist and political ends.[8] Of course, this is not to deny the very real violence and disenfranchisement perpetuated by the state in these circumstances, but read alongside Mutua’s metaphor, one can see the ways in which violence against women and children in these contexts is capitalized on as a justification and cover for alternate interventionist reasons that carries forward colonial histories.[9] As Elora Halim Chowdhury argues, Mutua’s SVS metaphor and this structure of rights “helps us understand the discourse of human rights as a space for the systemic creation of concepts, theories, and practices that reinscribe inequalities even after the dismantling of formal domination with the end of colonial rule” (xvii). While this SVS metaphor of rights that feeds the structure of rights and the white savior complex might be best framed within the context of humanitarianism rather than human rights politics, I argue that in fact it suggests the instrumentalization of human rights as a value of exchange that establishes fixed subject positions on both sides with gendered implications. 

This section has demonstrated the multiple ways in which economies underwrite women’s rights as human rights as a rhetorical justification and “original contamination” (Cheah) as well as the ways in which that logic is predicated on gendered notions of subjectivity tied to problematic heteronormativity and Enlightenment fictions of personhood and sovereignty. It also identified the economic structure of rights in which the Global North, the Global South, and NGOs trade on rights discourses, capital, and, as I further exemplify, gendered bodies. Thus, to return to the guiding question of on what and whose terms are women’s rights being determined and made normative, then, it follows that this normativity rests in no small part on the rhetorical premise that women’s rights are just good economic development and securitization policy.

Therefore, given that the normative discourse of women’s rights cannot deny its emergence out of and location within global capitalism and economies of rights, then it follows that it is important to interrogate the limits and possibilities of that normative discourse in gendered terms for the most precarious and vulnerable. As Cheah reminds us, we must ask, “not…whether universal human rights exist…Instead we should focus on the nature and limits of the normative claims being made by various actors…when they appeal to human rights within the theoretical framework of established human rights discourse” (Inhuman Conditions 148). In the following section, I situate this conversation within coming-of-age fiction emerging out of the discourse surrounding sex-trafficking and alongside a discourse of women’s rights that is always already embedded in neoliberal economies in order to articulate some of the limits and affordances of the economies of gendered rights. I turn to the literary form of the bildungsroman here because it is both pedagogical and performative of a subject of rights that cannot transcend the hegemony of global capitalism as it mimics the narrative arc of the UDHR. If the discourse of rights is both pedagogical and performative, then the literature that emerges from that discourse is also pedagogical and performative. In this case, the fiction provides a space beyond the law to imagine the potentials of feminist solidarity within this transactional economy of rights. I argue in the following section that Law-Yone’s novel constructs a nuanced and complex subject of rights that re-envisions transnational feminist solidary not just in spite of, but rather because of the economies of rights.

The Road to Wanting, Economies of Rights and the Human Rights Industrial Complex

“Ready at last. I am not afraid” begins The Road to Wanting by exiled Burmese novelist Wendy Law-Yone. The book opens as the main character, Na Ga, prepares herself for suicide while waiting in the fictional frontier town of Wanting on the Chinese side of the Chinese-Burma border for her handler to smuggle her back across to Burma.[10] The novel is structured as a series of flashbacks while Na Ga is waiting in Wanting. The present tense of the novel finds her discarded by her American erstwhile savior and lover, Will, who, after rescuing her from a refugee camp in Thailand where she was being held with other sex workers, has sent her back to Burma via China when he decides to marry an American woman. The Road to Wanting depicts the relationship of the gendered subject of rights to the larger forces of global capitalism via the economic imperative that underwrites those gendered rights. I argue that the text remakes the normative victim narrative surrounding sex trafficking and sex work that often perpetuates a global, gendered, transactional economy of rights predicated on a humanitarian “giver” of rights and an agent-less “receiver” of rights (Spivak, “Righting Wrongs”) and in doing so, ultimately offers a form of transnational feminist solidarity that mobilizes economies of gendered rights. 

The Road to Wanting portrays the sex-trafficking triangle between Myanmar, China, and Thailand in the latter half of the twentieth century, during the time that Myanmar was under control of the military Junta. I examine the novel for the ways it takes up yet resists normative narratives surrounding the conditions of sex trafficking and sex work and the ways it depicts the economic imperative that underwrites gendered rights. However, the text complicates the narrative of passivity and victimhood that the legal discourse of sex trafficking too often requires. Instead, it mobilizes a model of transnational feminist solidarity, albeit ambivalently as it leaves this promise open-ended. It critiques the human rights industrial complex and the narratives of victimization in sex trafficking by taking into account the complexities of gendered rights that are always already underwritten by neoliberalism, rather than trying to work against this embeddedness. Said differently, I argue that Law-Yone’s novel offers a model of transnational feminist solidarity within the economic imperative underscoring women’s rights as human rights, and an agency that accounts for its founding logic in the economies of human rights. I do not mean to imply here that The Road to Wanting serves only as an allegory for the ways in which human rights are embedded in global economic structures and the narratives of victimhood surrounding the global sex trade. I do mean to argue that as a text originally written in English coming out of normative discourses, Law-Yone’s narrative at once participates in this normativity while simultaneously speaking back to it. As such, rather than being allegorical, the text is performative and pedagogical. In this way, I echo Leslie Bow’s materialist reading of Law-Yone’s other fictional work when she argues it “suggests a fictive solution to an ongoing historical conflict in Burma” (“The Gendered Subject of Human Rights” 41). 

Wendy Law-Yone has described The Road to Wanting as a novel about a young woman who moves from tribal existence to modernity within the course of a lifetime (“Beyond Rangoon” 194). As a bildungsroman—the enabling fiction for human rights discourse according to Slaughter—the novel’s chronology traces Na Ga’s coming-of-age from her childhood in a fictional, minority “hill” community called the “Wild Lu” through her experiences of being trafficked into Thailand to her decision to return to her hill community at the end of the novel. Throughout much of this movement, Na Ga is defined in economic terms and by her lack of agency. The novel’s title and central metaphor have Na Ga constantly wanting or desiring rather than acting or doing. She is first trafficked when she is sold by her parents to an abusive village-headman’s wife. The sale is meant to ensure Na Ga’s survival in the dire economic circumstances of her indigenous community partly caused by the trade sanctions imposed by the Global North. After this experience she is taken to the capital where she serves an American family who treats her like a second daughter. This section of the narrative is defined by her desire to join the family when they return to America. After the family flees back to the US following a nationalist Junta crackdown, the narrative describes Na Ga wanting to leave her work in a rural factory. It is the desire to leave that leads to her being trafficked by a broker to Thailand and into sex work. Eventually she is given a “pink slip” with her freedom, but the novel implies that Na Ga remains in the industry before being detained in a police raid. She is taken by the police to a relocation and repatriation camp on the Burmese border, arguably a kind of sanctioned trafficking itself, where she is once again “rescued,” this time by Will, an American who works for the International Committee for Repatriation (ICR). Will fetishizes Na Ga because she is an indigenous “Wild Lu.” The narrative describes her feeling pressured into leaving with him and “blindly” signing the release papers. As her sponsor, Will removes her to Bangkok where she serves for ten years as his companion and lover. Many of the flashbacks describe Na Ga wanting her American savior Will to not leave her and marry his American girlfriend, wanting to commit suicide in China, and finally, wanting to leave Wanting. Na Ga’s most active decisions as a character lead to a scene in a restaurant when she steals a baby in an attempt to make Will stay with her and, finally, when she returns to Burma. 

The narrative of the passive victim has come to define the discourse of sex-trafficking, particularly in the overlap between the economic and the moral. As Wendy Hesford, Juliette Hua and Holly Nigorizawa, and others argue, this narrative draws from and mobilizes a kind of problematic feminism predicated upon universalizing women (particularly third-world women) as oppressed and exploited victims needing to be rescued from all sex work, even consensual sex work (Hesford, “Kairos” 147), or conversely, as individualized and essentialized within certain “backward” cultural contexts (Hua and Nigorizawa 404), neatly setting up the SVS metaphor. Thus, since women are considered the lynch pin for familial, national, and global economic success, they also become the subject (and the site) to be freed and saved by those with rights from the trappings of what is seen as backwards, patriarchal culture. As Hesford argues, the politics of representation in antitrafficking campaigns is predicated on victimization narratives that garner “sympathetic visibility” for the women and children who are represented as “objects to be seen and then rescued” (Spectacular Rhetorics 126-130). I argue that the novel resists this narrative of passivity and victimhood surrounding global sex work. However, rather than replace it with an agentic narrative that suggests an individual sovereignty, personhood, and the ability to resist the economic structures that govern not only the industry, but also the rights discourse that protect women from it, the text instead draws attention to the ways in which Na Ga is trapped on both ends as a pawn in transnational global economies of sex work and rights. 

When Na Ga’s brothel is raided in Thailand she is taken with several women to the border of Thailand and Myanmar while the women await deportation and repatriation— sometimes to a worse fate than that which they left. The women recognize the ways in which the label of “victim” by international aid organizations and human rights instruments strip them of agency: 

“Names!” Thaya yawned. “I used to think names were important. But if you worry about names in a place like this, you’ll end up in a lunatic asylum…Are we DPs, displaced persons? Or are we just common refugees? Or are we IDPs, the internally displaced? Are we IIs, illegal immigrants – or LMWs, legal migrant workers? Or are we, God forbid, TVs – trafficking victims?” 

“Well, why don’t they just call us what we are?” said another voice from further down the bamboo platform. “Whore 24681, Whore 24682 and so on?” (163) 

These legal descriptors that define subjectivity echo Hannah Arendt’s description of the fundamental paradox of the stateless in which arrest by the state actually grants subjects more rights as a person before the law (286). The women recognize their liminal positionality within the economic structure of rights and legal discourse better than any of those offering aid might. It is not surprising that they describe trafficking victim as the worst legal status even though that should be the designator that receives the most aid. This disconnect between the legal instruments of rights and the actual practice of promoting and claiming rights leads Upendra Baxi to the conclusion that “the violated peoples know, in their lived and embodied experience, the ways in which the reality of their suffering remains unnamable,” and “the many ways in which the concreteness of their everyday suffering remains unrelated to human rights texts” (8). Baxi’s argument that the “moral” language of rights is exhausted aligns with my larger claim here that to deny that the discourse of rights operates within a neoliberal human rights marketplace where multinational corporations are considered human and where the state is in the business of protecting capital rather than rights, is to ignore the reality of rights. 

Part of the complexity of the discourse surrounding sex work and transnational sex trafficking is that categorizing women as victims in all sex work, even consensual sex work, has the double effect of universalizing women across the world under the category of exploitation based upon sex. While antitrafficking campaigns capitalize upon and construct this universalization so that even legal prostitution or self-employed, online porn content creators become something to save women from, ultimately, this construct flattens the contextuality and complexity of women’s localized lives, depicts them as “radically naïve” (Hesford, Spectacular 130), and reduces their ability for agency within exploitative systems, which is always contextual and subject to localized structures of power.[11]
This is akin to the universalizing gestures of western feminism under the oppressions of patriarchy regardless of local operations of power and constructions of gender, and it “does not account for how the economy structures sexual desire and the demand for commercial sex work” (Wilson cited in Hesford, Spectacular 132). The scene in which Na Ga is saved by Will activates the trope in the economy of rights described earlier in which a privileged giver of rights (Will and the humanitarian institution he works for) saves a receiver of rights (Na Ga and the other sex workers), often by attempting to “modernize” them. Will’s infatuation with Na Ga’s indigenous ethnicity illustrates this very dynamic. However, when considered within the context of the arc of the narrative, Law-Yone actually undermines several of these normative discourses. 

Na Ga lives with Will for 10 years, during which she refuses to let him play the role of savior through modernization. For example, when he first sees Na Ga, he begins speaking to her in her indigenous language, a language she doesn’t speak because she was removed from her home village at a young age. When they return to Bangkok together, she insists on continuing to serve him even when they become lovers. She leaves the house as little as possible and turns down opportunities for education, refusing to let him forget the neoliberal interventionist strategy and the transactional structure of rights upon which their relationship is founded. Most disconcerting to Will, however, is that Na Ga reverses the universalizing and objectifying gaze by staring at Will in an attempt to understand “his kind.” At the breakfast table, while he sleeps, and in moments she knows he isn’t watching her, she “studied him as a means of shedding light on the unknowable, unspeakable traits of all men” (178). 

When Will decides he wants to marry his American girlfriend, Helen, Na Ga understands this as a threat to her futurity and stability. In a final conflict, Na Ga tries to embarrass Will for leaving her while he is at dinner with Helen and friends by showing up with a baby-for-hire since Na Ga assumes Will is marrying Helen to have children. The plan backfires spectacularly after Na Ga almost smothers the baby and she fails to generate the crowd’s and the reader’s sympathy. This scene further destabilizes and remakes the narrative of passive victim upon which the savior can project their desires in the rights industrial complex and exposes the instability of her positionality as subaltern within the larger global discourse of rights. 

Shortly after this scene, in a thinly veiled metaphor for the structure of rights, as Na Ga is leaving Thailand for China and ultimately Burma via the smuggler that Will has arranged, Will gives Na Ga a “nest egg” to make up for his guilt in forcing her into the very fate from which he saved her in the first place: “I caught the look on his face as I took it out and counted it. The look of a man who seeks atonement by over-tipping” (14). In counting it, Na Ga is not only drawing attention to the structure of rights but also emphasizing it as the economic transaction that it is. In this scene, Na Ga represents the site upon which the liberalizing versions of western feminism and the problematic structure of rights in terms of neo-imperial interventionist strategies converge.

Transnational Feminist Solidarity and Economies of Rights

The previous section demonstrated the ways in which The Road to Wanting offers a recognition of the structure of rights and the refusal of the passive “victim” of rights in an economy of rights that, although purporting to do good, perpetuates the disenfranchisement of the vulnerable. In this section I argue that the novel also offers a version of transnational feminist solidarity that is not mobilized by universalizing rights discourses nor does it deny the economic foundations of women’s rights as human rights. Instead, Law-Yone offers a version of transnational solidarity through feminist sisterhood that mobilizes economies of gendered rights in service to the most vulnerable.

According to Tamara Ho, Law-Yone is the first exiled Burmese author to write in English and thus, “introduced into the Anglophone literary frame Burmese immigrant characters who negotiate language as a tool of oppression and as a means of resistance” (666). In The Road to Wanting, however, Law-Yone uses language less as a means of direct resistance for her characters and more metatextually as a means of slippage, drawing attention to the relationship between the subject and the structures that construct and confine that subject. Although the book is written in English it is unclear what language the narrative voice speaks.[12]
The fluidity of meaning as it relates to language leads to some of the more entertaining and insightful passages that describe failed communications in Burmese, Chinese, English, and Thai. For example, Na Ga thinks how strange the term “nest egg” is: “(Now there’s a term that’s never made sense. How is it that the same word can mean ‘savings’ as well as ‘tricking,’ for doesn’t a nest egg, in English, also mean a trick egg, a lure for a hen to come and lay more eggs in that selfsame nest?)” (13). The English language is depicted throughout as a tricky and ambiguous construct in which the very thing that it provides is, at the same time, a farce. In fact, Minzu, Na Ga’s friend in Wanting and the person who saves her from killing herself at the start of the novel, calls English “Anguish” throughout. This reference to multiple meanings of nest egg also serves as an unmistakable metaphor for the ways in which human rights discourse and global capital functions, in that often what is actually being traded doesn’t tangibly exist, but can still function as a lure for further investment. It also depicts the challenges of translation across borders, not only between languages as Na Ga navigates her translingualism, but also in the ways in which the normative discourse of rights gets translated not just linguistically but also in different discursive locations and across different global markets. While the language of global capital and human rights as represented by English attempts to regulate, control, manage, and make stable, the language of the novel attempts to destabilize, disrupt, deregulate, and make fluid by pointing to moments in which meaning is not fixed, especially in English.[13]

After an exchange with a male desk clerk that Na Ga can’t understand, a young girl Minzu who also works at the hotel addresses Na Ga as “big sister” (Ma Ma) and Na Ga understands her perfectly: “‘Ma Ma! Where you go? I worry. I bring you tea…you not there’” (49). It is through Minzu’s hailing and recognition of Na Ga as “big sister” that the foundation is formed for the possibility of a transnational feminist solidarity. The juxtaposition of the male clerk, who remains unintelligible to Na Ga and the reader, with Minzu the young girl employee, who Na Ga and the reader understand implicitly, suggests that this solidarity is predicated on being understood as an intelligible transnational subject.

Naming is a device that Law-Yone uses to express the relationship of subjects to language and the larger forces of both national and global discourses. For example, Na Ga stays in “The Friendship Hotel” in “Wanting” China. Na Ga’s name means something ostensibly insignificant—when pronounced as Nah Gah it means “ears-that-stick-out,” and when pronounced N’gah it means “the serpent-dragon” (60)—however the name Na Ga is symbolic for its lack of meaning. According to the fictional indigenous Lu tradition, a person does not find out their “real” name until they are old enough to have it drawn out of a name seed by their mother. Since Na Ga was sold by her family at a young age, she was never told her real name and so goes by a provisional one that is effectively meaningless. This no-name is symbolic of subaltern positionality.[14]

 It is the disenfranchised that are most affected by the embeddedness of rights within a discourse of global capital, often because it forces them to mobilize under a heading of collective identity that is constructed as outside of or against capitalism. This collective identity only gains epistemological purchase based upon an assumption about the preexisting indigenous subject, which paradoxically must be performed anew as one recognized by rights discourse (Cheah 172). Na Ga, however, suggests that this solidarity can be gained through transnational sisterhood. If the normative discourse in which CEDAW is embedded posits a heteronormative notion of the nuclear family, then Na Ga remakes this notion through her relationship with Minzu. The name Minzu can be loosely translated into “ethnic group” in Chinese. The relationship between Minzu and Na Ga represents a sisterhood that is not tied to normative national discourses on either side of their transnational solidarity. Structurally, the key moments and flashbacks in the novel that propel Na Ga through the coming-of-age narrative are framed by positive encounters with Minzu. For example, Minzu interrupts Na Ga’s suicide attempt, she enables Na Ga to have her first deep sleep in a long time, which signals a turning point in Na Ga’s decision to return home, and she takes Na Ga swimming where Na Ga finally feels healed of her many wounds. It is in her discussions with Minzu that Na Ga finally finds the kinship that she has been desiring that is equal in its transactional nature. 

In a twist towards the end of the novel, the reader comes to understand that Law-Yone has named the Wild Lu after the Burmese word for human. This link becomes explicit at the very moment in which Na Ga finally claims her heritage as Lu and decides to return home to Burma. At the end of the novel, Na Ga receives a posthumous note from her trafficking handler confessing his identity as also Lu. When alive, Mr. Jiang had denied his Lu identity in the face of discrimination and subordinated it to the larger cause of the insurgency against the Burmese state. Mr. Jiang’s confession that they are of the same people, the Lu, prompts Na Ga to claim her indigenous identity but in relation to the larger construct of what it means to be human within a structure of rights:

“Mr Jiang…is a Lu!” I howl.

Minzu says, “A Lu…yes, indeed.”

“No! A Lu!” I am shouting to be understood, to emphasize the right tone, not 

the tone for the same word that means ‘human being’ in Burmese. “I mean a Wild Lu!”

“A Lu. A Wild Lu.” She is still using the tone for ‘human being’, but I know it 

is only her accent now, I know she follows my meaning. 

“But I, too…” I am beating my chest to make sure she understands – beating it too, to stop myself tearing out my hair. “I, too, am a Lu! I am a Lu! I am a Wild Lu…and I didn’t know another Lu in front of my face!” (245) 

The confusion in the pronunciation of the fictional ethnic identity of Lu with the Burmese word for human being is in keeping with the actual meaning of Lu in Burmese. Lu is widely translated in Burmese to mean human or human being. What Na Ga is grieving here is not the fact that she didn’t recognize Mr. Jiang’s ethnic identity, but that she didn’t recognize his humanity in relation to her own. If we re-read the passage by inserting “human” into the place of “Lu,” the passage takes on a radically different meaning. This textual moment in which the universal human subject is conflated with the individual and indigenous subject is also a conflation between solidarity rights (both gendered and indigenous) and individual rights.

The final scene of the novel depicts Na Ga crossing the Chinese/Burmese border. Minzu tries to come with her, calling to Na Ga in the liminal space between the two borders: 

“But who will look after you?” she says, sounding quietly practical now. I point in the direction of the Mizo and the Shan. “They will.”

“No, I mean like a…like a…sister.”

“You will,” I say. “But first you have to learn English, or better Burmese, so we can write to each other. Or I have to learn Chinese. What do you think is best?”

She considers this seriously, then says, “Anguish.”

“Minzu, I have to go now. I have to go.”

“But you’ll come back, Ma Ma?”

I mustn’t lie to her, I mustn’t make any promises I can’t keep. (261)

The final lines of the novel depict Na Ga and Minzu attempting to communicate but not quite connecting “Never mind…I am trying to mouth the words and semaphore at the same time. I’ll tell you later! Then I turn and cross the line” (261). 

The solidarity between Minzu and Na Ga signifies a friendship and sisterhood that belongs in the liminal space—it is not tied to normative national discourses nor is it a kind of sisterhood that is founded upon a kind of second-wave, global feminist, liberatory discourse that ignores the structural inequities involved in any kind of border crossing. Rather, it is predicated upon a promise of transnational solidarity that may never be realized. It is akin to the notion of friendship articulated by Chowdhury and Philipose in Dissident Friendships: Feminism, Imperialism, and Transnational Solidarity wherein “to get to friendship, we would have to unravel our assumptions and clear the colonial and racial debris from our perceptual apparatus to see intimately and to become personal” so that “in friendship, then, is our resistance to the divisive and fragmenting lies of structural power; the seeds of global compassion, generosity, empathy and love; and the foundation of a world that works on behalf of life” (3). This notion of transnational solidarity also echoes Chandra Talpade Mohanty’s concept of transnational feminism as something that is defined by “mutuality, accountability, and the recognition of common interests as the basis for relationships among diverse communities…feminist solidarity as defined here constitutes the most principled way to cross borders” (Mohanty, Feminism Without Borders 7). However, Minzu and Na Ga also remake Mohanty’s definition of feminist solidarity since theirs works within the framework of global capital while Mohanty’s is fundamentally opposed to capitalism. Although a solidarity that operates outside of global capitalist structures is the utopian ideal, Na Ga’s friendship with Minzu in the most unlikely of locations suggests that transnational feminism must not ignore the economies of rights if it is to also promote human rights. 

The novel represents a nuanced and complex subject of rights: one who at first seems only recognizable within the structures of neoliberal globalization and human trafficking, but who ultimately finds a kind of transnational feminist solidarity that complicates the economies of rights through gendered solidarity. At the end of the novel, standing between borders, the main character Na Ga turns toward Burma and her indigenous subjectivity while still keeping open the promise of transnational solidarity predicated upon a poststructuralist feminist promise. Leaving open this communication with the promise of the future recalls Wendy Brown’s suggestion that feminism should be predicated upon “[a] utopian imaginary that has no certainty about its prospects or even about the means and vehicles of its realization” (“Feminism Unbound” 115). It is this promise that can underwrite the discourse of women’s rights as human rights as they are embedded in and intertwined with global capital. Because “gender…cannot be liberated in the classical sense, and the powers constituting and regulating it cannot be seized and inverted or abolished” (Brown 112), both the feminist movement and human rights discourses, as discourses of critique and activism simultaneously, are both mourning a revolutionary promise predicated on an Enlightenment logic that never really existed. Recognizing the ways in which both discourses are always already embedded within and constructed by global capitalist structures of power that are subjugating is useful since it realigns the goal paradoxically toward a pragmatic normativity that cannot exit outside of the economy of rights. 

 

Works Cited

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Arendt, Hannah. “The Decline of the Nation-State and the End of the Rights of Man.” The Origins of Totalitarianism. Harcourt, Brace and Company, 1951. 266-298.

Baxi, Upendra. The Future of Human Rights. Oxford U.P., 2006. 

Bow, Leslie. “The Gendered Subject of Human Rights: Asian American Literature as Postcolonial Intervention.” Cultural Critique. No 41, 1999, 37-78. 

Bow, Leslie. “Beyond Rangoon: An Interview with Wendy Law-Yone.” MELUS, vol. 27, no. 4, Dec. 2002, 183.

Brown, Wendy. “Feminism Unbound: Revolution, Mourning, Politics.” Edgework: Critical Essays on Knowledge and Politics. Princeton U.P., 2005. 98-115.

Brown, Wendy. “Human Rights and the Politics of Fatalism.” The South Atlantic Quarterly, vol. 103, No. 2/3, Spring/Summer, 2004. 451-463. 

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Convention on the Elimination of All Forms of Discrimination against Women (resolution 34/180) 1981.

Cheah, Pheng. Inhuman Conditions: On Cosmopolitanism and Human RightsHarvard U.P., 2006.

–. “Humanity in the Field of Instrumentality.” PMLA, vol. 121, no. 5, 2006, 1552-1557. 

Chowdhury, Elora Halim. Transnationalism Reversed: Women Organizing Against Gendered Violence in Bangladesh. SUNY Press, 2011. 

Chowdhury, Elora Halim and Liz Philipose. Dissident Friendships: Feminism Imperialism, and Transnational Solidarity. U of Illinois P. 2016. 

Clinton, Hillary Rodham. “Women’s Rights are Human Rights” The Promise of AmericaEd. S. Borrowman and E. White. Pearson, 2001. 

Clinton, Hillary Rodham. “Remarks on the 15th Anniversary of the International Conference on Population and Development.” 2010. 

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Dingo, Rebecca. Networking Arguments: Rhetoric, Transnational Feminism, and Public Policy Writing. U of Pittsburgh P, 2012. 

Dingo, Rebecca and J. Blake Scott. “Introduction.” The Megarhetorics of Global Development. U of Pittsburgh P, 2012. 

Grewal, Inderpal. Transnational America: Feminisms, Diasporas, Neoliberalisms. Duke U.P. 2005.

–. “‘Women’s Rights as Human Rights’: Feminist Practices, Global Feminism, and Human Rights Regimes in Transnationality.” Citizenship Studies, vol. 3, no. 3, Nov. 1999, 337–54.

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Hesford, Wendy S. Violent Exceptions: Children’s Human Rights and Humanitarian RhetoricsOhio State U.P, 2021.

–. Spectacular Rhetorics: Human Rights Visions, Recognitions, FeminismsDuke UP, 2011.

–. “Kairos and the Geopolitical Rhetorics of Global Sex Work and Video Advocacy.” Just Advocacy? Women’s Human Rights, Transnational Feminisms, and the Politics of Representation. Ed by Hesford, Wendy and Kozol, Wendy. Rutgers University Press, 2005. 146-172.

Hesford, Wendy and Kozol, Wendy. “Introduction.” Just Advocacy? Women’s Human Rights, Transnational Feminisms, and the Politics of Representation. Rutgers University Press, 2005.

Heathcote, Gina “Protesting the Preamble: the UN Security Council and the dilution of feminist activism.” OpenGlobalRights. August 19, 2020.

Ho, Tamara. “Representing Burma: Narrative Displacement and Gender.” PMLA, vol 126, no. 3, 2011, 662-671. 

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–. “Under Western Eyes: Feminist Scholarship and Colonial Discourses.” Third World Women  and the Politics of Feminism. Eds. Chandra Talpade Mohanty, Ann Russo, and Lourdes Torres. Indiana U.P., 1991, 61-88.

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Endnotes

 [1] I use the term transnational because it designates the very literal crossing of borders without evacuating the political and economic.

 [2] As Wendy Brown articulates it, if human rights “reduce suffering, what kinds of subjects and political (or antipolitical) cultures do they bring into being as they do so, what kinds do they transform or erode, and what kinds do they aver?” (“Human Rights” 453).

 [3] See also Rebecca Dingo’s and J. Blake Scott’s Introduction to The Megarhetorics of Global Development for an articulate discussion of why rhetorical methodologies are so important for critiquing the normative and hegemonic doxa of discourses like human rights by “examining the vectors of power that can be found in the contexts behind these rhetorics” (2).

[4] This novel, published in 2010, was written prior to Myanmar opening to global trade and relations after the Military Junta relinquished power and therefore prior to the mass atrocities perpetrated against the Rohingya. Although this article focuses more specifically on a different kind of gendered violence in the region, that context is ever present in my reading of the structure of rights.

[5] See Joseph Slaughter’s Human Rights Inc.: The World Novel, Narrative Form, and International Law for more on this legitimating link between human rights and narrative. For more on the relationship between human rights narrative circulation, see Kay Schaffer and Sidone Smith’s Human Rights and Narrated Lives. For more on the conversation on human rights and literature see Elizabeth Swanson Goldberg and Alexandra S. Moore’s edited collection Theoretical Perspectives on Human Rights and Literature and Crystal Parikh’s edited collection The Cambridge Companion to Human Rights and Literature.

[6] The US is a signatory, but has still not ratified CEDAW, although this does not stop the U.S.’s mobilization of women’s rights language in service to its own economic and international relations ends.

[7] I use the term “structure of rights” following Gayatri Spivak’s argument in “Righting Wrongs” (2004).

[8] See Kelly Oliver’s Carceral Humanitarianism: Logics of Refugee Detention and Wendy Hesford’s and Wendy Kozol’s Just Advocacy? Women’s Human Rights, Transnational Feminisms, and the Politics of Representation for articulations of human rights and women’s rights as an alibi for military and humanitarian intervention, as well as Wendy Hesford’s Violent Exceptions: Children’s Human Rights and Humanitarian Rhetorics, which details the ways in which children are deployed as vulnerable subjects to justify humanitarian intervention.

 [9] It is worth noting here that it is particularly women’s rights and children’s rights that tend to activate the Global North’s humanitarian response as alibi for interventionist tactics, rather than gendered rights, including transgender rights and LGBTQIA+ rights.

[10] I refer throughout this project to both Myanmar and Burma interchangeably, utilizing Myanmar when referring to contemporary events and Burma as it is described in the novel since that is the language that the novel utilizes. 

 [11] In the case of trafficking, as Hesford argues, the transnational mobilization of this discourse also creates strange bedfellows of transnational feminists and international women’s rights activists with anti-immigrationists and anti- sex-worker, anti-pornography advocates (Spectacular 125)

[12] Often Na Ga clarifies when her dialogue is in English and/or Burmese making the reader question what language her narrative voice speaks.

[13] As Crispin Thurlow argues, not only is English the standard language of business and transnational corporations, but it is also used as an instrument of regulation for “evaluating, controlling and managing not just ‘products’ but also the people who ‘make’ them” (6). Thurlow uses the examples of call centers in which workers are “policed into particular ways of speaking” (6).

 [14] The indigenous group to which Na Ga belongs is intended to represent the smallest minority group in Burma. Law-Yone is clear that she based the fictional Lu on a real Burmese minority group called the Wa, but chose to construct a fictional tribe rather than name the Wa. Law-Yone says, “I don’t name the Wa in my novel; I don’t want to appropriate a culture. I want to respect it; I want to use it as a template” (Bow “Beyond Rangoon” 194).

Remarks Given at West Chester University

figure 1: a professional headshot of Dr. Hyoejin Yoon. She is smiling and wearing a navy blue blazer and navy blue blouse with flowers. The out-of-focus background is sunlit trees and shrubs.

As Dean of the College of Arts and Humanities, I had the honor of working with Dr. Katherine Hyoejin Yoon her for all of her 20+ years at West Chester, from her job interview with the English Department back in 2001 until her untimely death on December 16, 2022. She was 52. 

A specialist in rhetoric and composition, she received her Ph.D. from the State University of New York at Albany. She received both a BA and an MA in English from Virginia Polytechnic Institute, where she also earned a BS in Biology. She attended the HERS:  Women in Higher Education Leadership Institute in 2014 and held numerous positions at the university on her path to becoming Senior Associate Dean in 2016.

Her focus on both student and faculty research was evident from the beginning. A first-generation college student, she knew at a deep and personal level how imposter syndrome could creep in, and as an Asian woman, she knew what it felt like to have students with racial and gender biases question her expertise in the classroom. She never forgot those feelings, and it made her a fierce and passionate advocate for our most vulnerable faculty and students.

I really got to know Hyoejin when she moved to my neighborhood in Philadelphia and joined my carpool. We spent those long commutes talking about our teaching and our research, but also about our lives. We learned that Hyoejin was a cat lover (and then a dog lover); we learned that she was eager to find a partner to build a life, and a family, with. We learned about the ways her Korean heritage had shaped her, and we learned that she really wasn’t a morning person. 

Hyoejin helped launch our Equity Access Inclusion and Diversity Grants, she encouraged a group of amazing faculty members as they formed the Women of Color Faculty Resource Caucus, and she advocated for the resources to appoint a Faculty Associate for Equity Action in the college. I was delighted to learn that the university has named the HERS scholarship for women in leadership in her honor, so that future women leaders who participate in the institute will be part of her legacy. 

Hyoejin – we are still not ready to say goodbye to you. I am so grateful to have your insight, and your compassion, and your humor in my life. I miss you, friend. I know we all do. 

 

Remarks Given at the CCCC Asian/Asian American Caucus Meeting, February 2023

Thank you all for being here. I was originally just the chair of this panel, but I am now here today to pay tribute to the original respondent, K. Hyoejin Yoon, who sadly passed away late last year. She was a leader for us here at C’s via her work in the Asian/Asian American Caucus, in her writing that reveals our own history to us anew, and her relationships with so many here in this room and in our field, and in the legacy of her teaching and mentoring. 

figure 1: a close-up headshot of Hyoejin Yoon smiling and looking at the camera. She is wearing a black blouse and is in front of a quilt that is hanging on a wall.

Other people on this panel knew her better than I, and so I will focus my remarks today on the depth in her carefully layered work that is incredibly attentive to historical context and nuance. I also want to speak to the threads in her work that the members of this panel are taking up and developing in their own scholarship as we all strive toward a richer, healthier field and world. 

On a personal level, I first came to her work through her scholarship on the portrayal of Asian American women in the media. I felt a connection to her nuanced discussions of how Asian femininity in particular is specifically bracketed by expectations for model minority behavior in her chapter “Learning Asian American Affect” from the collection Representations: Doing Asian American Rhetoric.

In reading this work again, I am struck by her skillful deployment of affect theory in her analyses of cultural and pedagogical situations. Before the wave of scholarship focusing on affect, her work offered nuanced analyses of the emotion/affect distinction and how individual feelings were enmeshed in broader structures. For example, her pairing of “emotionologies” and Asian American identity offers a model for doing cultural rhetorical analysis of affect while also remaining grounded in pedagogical concerns. 

Her work, while boundary-pushing, is also purpose driven. Yoon’s article “Affecting the Transformative Intellectual: Questioning “Noble” Sentiments in Critical Pedagogy and Composition” offers a serious challenge to one of our field’s dominant emotional orientations. In this essay, she clearly and firmly demonstrates how the commitment to fostering critical thinking and intellectual transformation can inadvertently support, or at the very least sidestep questions about, embedded assumptions about student agency, whiteness, and responsibility. Through her careful examination of touchstone texts in critical pedagogy, she highlights how the goal of being a transformative teacher too often relies on affective assumptions that minimize student agency and maintain white supremacist ways of understanding the goals of composition. 

In addition to her critical yet caring eye for our field and pedagogical practices, Yoon also modeled how to write interdisciplinary work with sophistication. Her essay co-written with Cari Carpenter on the historical and rhetorical portrayals of Chinese immigrants and American Indians during the nineteenth century shows both the challenges and delights of doing cross-racial historiography and media analysis.

As I listened to the wonderful panelists today, I was struck by several moments that resonate with what feel like the motivations and aims of Yoon’s work. 

Sweta – In your descriptions of the Nepali work on responding to COVID-19, we see clearly how rhetoric from marginalized communities/knowledges does not mean small. Often, homespun bricolage is fetishized as the most recognizable form of grassroots rhetoric. In contrast, this study shows how Asian rhetorical work can be and is transnational in scope. It is dynamic, responsive, modeling genre awareness, and in some cases, literally life saving.

Bo Jimenez – I was just sitting in a panel on hopeful feminisms, and your work on the rapper/singer Ruby Ibarra exemplifies an affect-ful way to think about hopeful, Asian feminist resistance to colonizing instincts and attitudes. Resistance is never complete, as your point about the urge to represent Ibarra as just a female body makes clear. But nonetheless, Ibarra demonstrates how the affect of translingual craft can be sexy, playful, flippant, and complex simultaneously. 

Jennifer and Terese – Your work on the normalizing force of citation practices demonstrates the importance of Yoon’s engagement with affect and emotion. She lays bare the falsity of the “intellectual primitive” via her honest discussions of how race and power shape how Asian affect is perceived and also felt within the teaching body. On a personal note, even though I have read Yoon’s work before, I found a key concept that I am using in my other panel through my rereading of her work for this dedication. We all need to be shaken out of a colonial mindset sometimes.

Xiaobo – Grappling with the real affect of Asian and Asian American lives means sometimes there is no affective closure. But that means all the more we need stories that reject model minorities, robotic intellects, and exotic temptresses; we need stories that hold our rage and care in tandem.

It is impossible to fully encapsulate a life, so I will close with this brief consideration of Yoon’s own words. She states, “Our motives and reactions are riddles of displacements and substitutions, written like language, only accessible through its continual deferments” (692). These words, from her article “The ‘Good’ Teacher of Composition: Toward a Genealogy of Emotion,” urge all of us to reckon with the genealogies of emotion that shape not just our identity but what we valorize as best reading and writing practice. This piece gently but urgently encourages us to confront the spaces in our pedagogy that are indebted to guilt more than to social justice. As the above sentence demonstrates, Yoon does not make such recommendations flippantly. Rather, she models and performs the sort of deep emotional labor that is required to even begin to crack the seal on our disciplinary idols. Such work requires an immersive dive into a field’s histories and attachments, looking past easy interpretations and delving into the patterns of feeling that also bear ethical responsibilities. 

I am grateful to be a compositional ‘descendant’ of Yoon and will carry her words and insights with me. Thank you. 

 

Teaching Digital Feminist Research Methods: Polluted Digital Landscapes and Care-ful Pedagogies

Introduction  

After the 2016 U.S. Presidential election, scholarship on disinformation, misinformation, and fake news exploded in rhetoric and composition (Cloud; McComiskey; Skinnell). With journals like Enculturation publishing special issues on the subject, offering ways of meeting the chaos and toxicity online, it’s clear the field feels a responsibility to address fake news. Much of the scholarship has focused on media and information literacy as key tools for mitigating the influence of disinformation and misinformation (Lockhart et al.). However, as more scholarship turns its attention to disinformation, misinformation, and fake news, it’s become evident that these manipulative rhetorics have always existed and been used to further white supremacist, racist, ableist, and sexist claims (Boler and Davis; Kynard; Mejia et al.; Dolmage). Given the material and discursive power that disinformation and misinformation hold and the way that they reflect “a system working exactly as designed” to further capitalist and white supremacist aims, this article will explore how feminist methodologies offer one way of teaching students to traverse the “polluted landscape” of digital information (Phillips and Milner 6).  

 A growing concern in digital rhetorics over nefarious uses of technology and the weaponization of digital spaces highlights the importance of teaching students about the broader context behind disinformation and misinformation claims online (Ridolfo and Hart-Davidson). The saturation of disinformation and misinformation within public discourse across historical periods suggests the need for pointed awareness of information disorder and material analysis of its broader context in the writing classroom (Mejia et al.).  As manipulated and fabricated information, disinformation and misinformation represent what I refer to as polluted information throughout this article. Polluted information is information that has been manipulated, fabricated, or exaggerated in some way; this can be intentional or not. I use polluted information because it moves away from considerations of intention inherent in analyses of disinformation (fabricated information spread intentionally) and misinformation (fabricated information spread unknowingly), allowing students to focus more on the digital circulation and ethics of polluted information. Like many others in the field, I view this political and cultural time as a “rhetorical watershed moment in two ways: first, there has been a shift in the way that powerful people use unethical rhetoric to accomplish their goals; and second, there has been a shift in the way that public audiences consume unethical rhetoric” (McComiskey 3). Given that polluted information can be traced throughout history – especially as it has been used to disenfranchise marginalized peoples – Bruce McComiskey’s discussion of the shift highlights how digital rhetoric plays a role in the circulation of polluted information today, emphasizing the virality of disinformation and the ease of spreading misinformation on social media sites.  

Over the last few semesters, I’ve taken time to hone and design an introductory research methods class taught in a writing department with an inquiry focus on disinformation and misinformation, creating activities to break down the process of engaging in feminist digital research. Hoping to draw students’ attention to the ways that polluted digital information intersects with larger ideological beliefs, I stressed the necessity of ecological approaches to research that accounted for messy processes and listening for gaps and silences. I asked students to engage in reflexive writing about their research and research process; I also asked students to interrogate their positionality and how it informed the kinds of biases and situated knowledge that informed their understanding of the world (Haraway). Most of all, to counter the neoliberal nihilistic energies circulating, I was intentional about centering care in the classroom through spatial design and the ways that I asked students to engage with information and material (Brown; Motta and Bennett). In what follows, I will provide examples of the ways that I used feminist research methods and methodologies to engage students in thinking about disinformation and misinformation. 

In many ways, and as the vast scholarship about disinformation and misinformation suggests, writing studies is already primed to provide students with the tools necessary to navigate the polluted landscape of digital information (Carillo; Duffy; Lockhart et al.). There is also notable scholarship about how feminist methods and methodologies offer ways of teaching students to trek through contaminated and polluted rhetoric (Roher; Ringrose; Burke and Carolissen). This article explores how instructors can use interdependency, reflexivity, transparency, and unlearning when teaching digital research methods to encourage students to assess “the impact of the broader context within which objectionable phenomena such as ‘fake news’ are occurring” (Braidotti 57). Further, feminism’s attention to emotions and affect offers students material ways of exploring the current “context of polarized emotionality and the crisis of truth characterizing current U.S. politics” (Boler and Davis 76). Informed by this scholarship, this piece explores pedagogical approaches to teaching ethical digital feminist research methods.

Polluted Information and Digital Ethics 

While various terms such as disinformation, misinformation, fake news, post-truth, and malinformation have been used to frame the current false, misleading, manipulated, and fabricated rhetoric circulating online today, as noted above, I rely on the term polluted information to discuss manipulative rhetorics after Whitney Phillips and Ryan Milner. Phillips and Milner argue that polluted information “allows us to…focus instead on how the pollution spreads, why it was allowed to spread, and what impact the pollution has both at the initial waste site and, later, downstream” (5). Shifting to a focus on polluted information creates space for students to think ecologically about how “the material conditions of which these social forces [polluted information] are a part can help to ‘explain why certain views, and not others, gain social currency’” (Mejia et al. 112). Considering how, why, and the impact of circulating polluted information creates space for students to acknowledge the various digital influences, like algorithms, within digital landscapes that shape the dissemination of disinformation and misinformation and allows for exploring and analyzing the ideologies and emotions undergirding and supporting the circulation of fake and misleading claims. It also encourages students to consider the deeply held beliefs and ideological frames that support various disinformation and misinformation campaigns while paying attention to the ways that this information is strategically conveyed through misleading and false claims tied to larger racist histories. For instance, I’ll often use anti-CRT (critical race theory) campaigns to demonstrate to students how the manipulative, misleading, and false information propagated about critical race theory is steeped in deep stories about white supremacist ideology, revisionist history, and anti-blackness that spreads through social media and influences education policy.  

It’s imperative to approach digital polluted information through a nuanced perspective that acknowledges the root social narrative undergirding manipulative and misleading rhetoric; this nuanced perspective must note how emotions are tied to the deep stories people believe. Jason Vincent A. Cabañes uses Arlie Hochschild’s conception of “deep stories” to think through how digital polluted information propagates social narratives that dictate “the stories that people tell themselves about who they are, what values they hold, and, ultimately, what their place in society is” (437). Considering the intertwinement between deep stories and personal belief, deep stories evoke intense emotions that are easily manipulated by crafted rhetoric designed to shock and anger and are bolstered by algorithms and bots specifically designed to elicit emotional responses from users. As Megan Boler and Elizabeth Davis note, while emotions have always played a pivotal role in politics and media, “there has been a shift in awareness of emotions as a determining factor,” especially regarding the ways digital technologies manipulate emotions (italics in original 75). Yet feminist rhetorical practices and ethics have always been aware of the role and centrality of emotions in rhetoric, suggesting that feminist methods and methodologies are primed for navigating disinformation and misinformation. 

Attention to the ideology and emotions behind polluted information, its circulation, and its material impact is important for understanding the broader influence and interdependent relationship between polluted information and its circulation across digital spaces.  Stressing that a feminist ethic of care would acknowledge that people are more than digital data, recognize that data/claims require “attention to human meaning-making, context-specificity, inter/dependencies, temptations, as well as benefits and harms,” and contextualize one’s perspective as situated knowledge, a feminist ethic of care offers ways of contending with ecological understandings of disinformation and misinformation (franzke 70). Drawing on a history of scholarship about feminist ethics of care, “Feminist Research Ethics” in IRE 3.0 makes a case for ethically engaging in digital research. The authors stress that an ethic of care centers on situated knowledge, relationality, reciprocity, and interdependency. Importantly, an ethic of care acknowledges a broader, interdependent context by analyzing digital research from an internal and external perspective as well as through the “relationships between the research project and the subject community that is involved” (franzke 69). 

Feminist Methods and Digital Research 

In what follows, I reflect on the overarching digital feminist ethics I emphasized in an introductory research methods class with an inquiry focused on disinformation and misinformation. This was the second course required in a two-part introductory writing class sequence. Through various assignments and lessons, I asked students to think seriously about disinformation, misinformation, and fake news in various genres and forms. The main assignment asked students to compose written and multimodal projects that they would include in a portfolio reflecting their research process. Students were asked to identify a conspiracy theory or piece of polluted information, compile and analyze sources connected to the polluted information, trace the circulation of information across various primary and secondary sources, and reflect on their research process. The portfolio assignment was meant to help students develop a comprehensive research process they could use during academic research and when confronted with information online. I encouraged students to view research as a messy and iterative process requiring transparency and reflection and emphasized the interdependent webs constellating various networks to circulate polluted information. While I’ll review some of the activities I created to teach students about digital feminist ethics through an ecological perspective, I want to take a moment to reflect on how feminist pedagogical approaches are central to teaching students in our current context. Given feminist pedagogy’s attention to countering neoliberal individualism (Stenberg) and imperial desires (Ahmed; Chatterjee and Maira), feminist pedagogy offers “a tool to understand and stop the violence while building toward a liberatory politics” (Rohrer 578). Feminist pedagogy’s attention to systems of oppression and its adherence to moving beyond traditional notions of objectivity and authority demonstrate why it offers a way to contend with polluted information. 

Teaching students about disinformation and misinformation using a feminist pedagogical approach opens space for students to think critically about knowledge production, interdependency, and emotions as valuable assets. Encouraging students to interrogate knowledge production and reflect on the pedagogical decisions structuring their education, feminist pedagogy attempts to renegotiate power dynamics in the classroom, giving students more autonomy and agency over their education. This is beneficial when teaching students about polluted information because it allows them to think critically about individualism, expertise, and power structures. Students can interrogate whose knowledge is deemed legitimate, disrupt notions about elitism, question institutional authority, and claim their own expertise and situated knowledges (hooks). Moreover, feminist pedagogy’s attention to emotions in the classroom encourages students to consider the ways that emotions function as “part of what makes ideas adhere, generating investments and attachments that get recognized as positions and/or perspectives” (Micciche 6). This view of emotions as generative sites of inquiry motivates students to consider how emotions and situated knowledge influences the reception of polluted information. Drawing on the personal, students can grapple with the ways that emotions influence the ways they understand and grapple with knowledge. This is especially central to helping students navigate polluted information, given the ways deep stories are enveloped in larger interdependent webs marked by deep, emotionally charged beliefs.  

Reflection 

Feminism’s commitment to the personal in research necessitates reflexive writing encouraging students to consider their identity, beliefs, and values in relation to their research. Heidi McKee and James Porter explain that feminist research methodologies must be critically reflexive “about one’s own position, gender, and status,” transparent about “making the process and constructed nature of research visible to multiple audiences,” and flexible about making “adjustments in the project, to modify a project protocol as needed to make it more careful, reflexive, dialogic, and ethically rigorous” (155-156). These practices easily translate to conducting ethical digital feminist research, as evidenced by various articulations of feminist digital research that include feminist principles like reflexivity, interdependency, messy research, transparency, and an ethic of care. 

Reflection plays a key role in negotiating disinformation and misinformation because it gives students the time to consider a broader context and perspective in addition to grappling with how their positionality and biases might influence their perception of certain claims. Incorporating reflective prompts and questions into research assignments and activities that asked students to consider their research process and methods, I taught students about research processes using Gesa Kirsch and Jacqueline Jones Royster’s idea of strategic contemplation. Kirsch and Royster argue that strategic contemplation encourages deliberately “taking the time, space, and resources to think about, through, and around work as an important meditative dimension of scholarly productivity” (21). Throughout the course, the reflective questions I posed asked students to consider their biases and how those perspectives may shape how they understand information. To encourage students to reflect on their research critically and to emphasize that “reflexivity [is] a process, [and not] an isolated event,” I asked students to complete research journals (see Figure 1) as they engaged in in-depth research regarding the polluted information they identified (Gruwell 89). Pushing students to consider their positionality, bias, and process, I asked them to consider their emotional responses to polluted information and think critically about how they analyzed the information they viewed in their journals. As Judy Rohrer points out, “historicizing our locations and relations is antithetical to neoliberalism’s flat pluralism and post-truth populism’s singularly aggrieved (mostly white) victimhood” (585). By asking students to reflect on their emotional responses and thoughts throughout the research process, I hoped to illuminate how emotions and situated knowledge can shape the ways polluted information circulates.  

Students affirmed that engaging in active writing about the process of research helped them to think more critically about the kinds of sources they were using and the deep stories circulating within and through their sources. Using research journals to trace process and emotional responses throughout proved generative for students who found themselves easily persuaded or manipulated by misleading polluted information. Students who found themselves convinced by polluted information identified moments where they were easily persuaded or manipulated and could dive deeper into the beliefs informing their responses as a result. This allowed students to interrogate their experiences and bias and consider how polluted information relies on emotions.  

Figure 1: Research Journal Assignment Sheet Excerpt. Image description: a screenshot of a prompt given to students that reads, “4 Research journals, organized in whatever way works for you. Submit them as one document entitled “Research Journal Unit Two” • These journals should combine all of the planning, data collection, reflection, and analysis you have done for your specific topic of inquiry throughout the unit. You should map the steps you took during your research and any reflective thoughts that came up during your research. Remember that emotional responses to research are valid and should be included in the research journal. Each journal should be about 100-200 words. These can be bullet point lists or summaries of your research. You should submit at least 4 research journals. They don’t have to be fully fleshed out, formal writing pieces. But they should reflect your research process and reactions/emotional responses to information.

One student even used this information to create a social media campaign countering polluted information on social media, using various sounds, filters, and effects on Tik Tok to compose a video that refuted a particular conspiracy 

Messy Research 

Feminist methods and methodologies also embrace messy research, unlearning, and failure as key ways to navigate “seek[ing] knowledge in [a] social world where things are often elusive and multiple” (Luka et al. 28).  When approaching research about polluted information, then, I encouraged and modeled for students messy research practices that required constant revision and citation mining, encouraging them to research across genre and medium (see Figure 2). I demonstrated various stages of the research process for students, actively reflecting and tracing research dead ends, ineffective keyword searches, and my emotional responses as I modeled. For instance, researching various primary sources circulating around the PizzaGate conspiracy theory offers generative sites of analysis for considering digital research with students. Given that PizzaGate is an older conspiracy, some original sites of analysis around the conspiracy have been removed from the internet. Language and social media rhetorics around the conspiracy have also changed and evolved, meaning that hashtags that once worked to identify conspiracy rhetorics around PizzaGate may no longer contain relevant information. Exploring the evolution of conspiracy rhetorics around PizzaGate emphasized for students how failure and dead ends in the research process can be used generatively. Ultimately, how I modeled the research process through conspiracies like PizzaGate encouraged students to recognize that digital research necessitates flexibility and an appreciation of picking apart messy threads that span temporal frames and public/private divides.     

Digital spaces are constantly in flux–posts are deleted every minute, trending pages update by the second, and algorithms use your location to construct search results–so students must account for these intricacies and complexities as they research. Given the instability of digital research sites, I emphasized messiness over clarity with students to reflect the intricacies of digital research. I didn’t want “students to imagine they must always be clear; [rather, I] want[ed] them to imagine what is possible–and that they are possible” (Holmes and Wittman 35). To help students think deeply about their research engagement, I asked them to reflect on their research and writing process in their assigned research journals, where they analyzed and discussed their process and emotional responses to research. Afterwards, I designed an in-class activity providing space for students to intentionally reflect on their research and refine their practices as they researched based on failures they encountered, as reflected in the image to the right.  

Figure 2: Activity Reflecting on Research Sources. Image description: a screenshot of a prompt given to students. It reads, “Let’s discuss…Gaps Now that you have evaluated your sources, take a moment to consider the gaps and trends that you notice. After you’ve taken a deeper look into each of the sources. Take a look at the notes that you’ve compiled—notice any trends? Are all of your sources from the same publication? Are your sources written by authors coming from similar positionalities? Are all of your sources categorized under the same grouping/functioning in the same way? Taking a pause is important when researching, I encourage you to intentionally revise and substitute your sources based on the information you’ve now compiled about the research you already have.”

Creating space and designing activities for students to reflect intentionally on their process encourages them to dive deeper and to “counter faith in a naive and transparent social world, to work with empirical material in a way that pays attention, simultaneously, to language, bodies, and material conditions, to present a mix of interpretations versus seeking consensus, both finding patterns and opening up closures, [and] to show the problems with all efforts to represent reality” (Lather 10). In turn, students are more attuned to listening to the gaps and silences that might exist in the research, allowing them to identify the broader context and pay attention to the harm caused by polluted information about marginalized communities that are often not given a dominant voice in digital spaces or research. In fact, many students discussed how intentionally pausing and revising their research process and sources enabled them to dig more deeply into the materials they found and pushed them to consider their topic from different perspectives. Asking students to engage deeply with a localized and contextualized research process and methods creates ways for them to consider the specific material and discursive influences shaping particular digital claims, creating space for students to consider ideological truth claims that hold material power (see Figure 3) 

Figure 3: In-Process Ethical Research Questions to Employ. Image description: a screenshot of a prompt given to students. It reads: Important Ethical Questions to Consider when Researching 1. Who/what communities are impacted by this research and/or research question? In what ways are they impacted by this research and/or research question? 2. Who are the stakeholders involved in this research? How are each of the stakeholders impacted by this research and research question? 3. What are the political, social, cultural, or historical implications for this research and/or research question? How do various political, social, and cultural factors impact the authors or participants goals within the research and/or research question? Consider who is centered in the research and/or research question and whose experiences exist in the periphery. How does this centering and decentering impact the research and/or research question? 4. What assumptions are made by the research agenda and/or research question? What does the author/researcher take for granted? 5. How does or doesn’t this research take into account its responsibility in representing others within their research? 5. What are the limitations of the research being presented? What bias might the researcher hold or what bias might be implicitly or explicitly present in the research agenda and/or research question?

This allows for contemplation of the ways that “lively– rather than simply [messy]– data, involve[s] ongoing negotiations of power relations” (Luka et al. 32). This is especially generative for students considering disinformation and misinformation because it enables them to explore polluted information from different perspectives to understand its persuasive effect on different audiences better.  

Situated Knowledge 

Situated knowledge can help students gain an approach to digital research that considers a broader context of practices and interdependent networks that bolster polluted information. Situated knowledge is central to developing a feminist ethic of care when approaching internet research because it “insist[s] on the embodied nature of all vision and so reclaim[s] the sensory system that has been used to signify a leap out of the marked body and into a conquering gaze from nowhere” (Haraway 581). Before asking students to engage in research, I encouraged them to consider their research stance and positionality and its role in their research process. Developing a research stance that considers the research process and ethical research practices emphasizes identity’s role when processing information. Asking students to pay attention to the situated knowledge shaping polluted information draws attention to “identity relative to a constantly shifting context, to a situation that includes a network of elements involving others, the objective economic conditions, cultural and political institutions and ideologies, and so on” (Alcoff 148). Attention to situated knowledge and positionality is central to contending with disinformation and misinformation because it illuminates the ways that polluted information is contingent on deep beliefs held by individuals that hold material force and cause material harm (Hochschild). 

Figure 4: Considering the Impact of Research Stance. Image description: a screenshot of a prompt given to students. It reads, “Research Stance Now that you’ve garnered a good understanding of the research process, ethical questions to consider when conducting research, your own research habits and evaluation methods, and crafted a collage to describe your research passions, it’s time to develop a research stance. Your research stance is a statement that you abide by as you engage in any kind of research. From the posts you see on Instagram to the articles you’re assigned in your courses, how do you intend to approach research through an ethical and ecological framework, in line with Phillips and Milner. As an example, my research stance might read something like the following: ‘When I conduct research I will intentionally seek out diverse perspectives, check my sources for accuracy, and consider who is impacted by my research. To enact these principles, I will read more than two sources on a topic, I will look at how an author’s positionality/standpoint might impact the research agenda, and I will consider the larger sociopolitical and sociocultural impact the research may have.’”

In my class, I continually asked students to reflect on their positionality and situated knowledge; we engaged in various reflective and embodied writing assignments that asked students to consider their values and how their positionality may influence those values. I also encouraged students to think deeply about the kind of content they watch, read, and hear throughout the day, noting how that content influences their beliefs and knowledge. One of the first major assignments that students completed was a strategic reflection. The assignment asked students to think about their positionality and how their identity and experiences may influence their way of seeing the world. To prepare students to write their strategic reflection, I designed various lessons that defined positionality and standpoint while asking students to respond to reflective writing prompts about their lived experiences, identity, and values to better understand how they assess information. I framed this assignment through Milner and Phillips’s conception of a “you are here” sticker that would enable students to more critically consider new information they encounter in light of the information and knowledge they already possess. I provided students with guided free write prompts, as reflected in the image provided, to help students build their “you are here” framework.  

While drawing students’ attention to how their emotions, positionality, and situated knowledge influence the interpretation of polluted information, I also discussed ecological considerations of interdependence with students. To do so, I incorporated a conversation around Sandra Harding’s standpoint theory to reinforce ways of considering how students are positioned in the world and how that positioning “directly influences what’s visible to that person, which in turn directly influences what they know” (Phillips and Milner 20). With this in mind, I asked students to consider what kinds of frames they hold based on their standpoint, paying particular attention to the ways race, gender, sexuality, class, and disability might influence the kinds of frames that students believe to be true. We then expanded the discussion to consider how systems of power and oppression play a role in constructing these frames, drawing attention to the broader material-discursive and historical frames that shape how disinformation and misinformation are interpreted and supported. This attention to broader context especially helps students to understand how individual actors function within a larger interdependent web of networked human and more-than-human relationships.  

Figure 5: Scholarship & Questions to Guide Reflection on Positionality in Research. Image description: a screenshot of a prompt given to students. It reads: Linda Alcoff argues about positionality: ‘identity relative to a constantly shifting context, to a situation that includes a network of elements involving others, the objective economic conditions, cultural and political institutions and ideologies, and so on’ THINK: what is your situation? what roles do you embody? Whitney Phillips + Ryan Milner argues that standpoint, in line with Sandra Harding, is ‘a person’s relationship to power—the result of their race, gender, class, ability, the list goes on—establishes where they’re positioned in the world. This standpoint, in turn, directly influences what’s visible to that person, which in turn directly influences what they know’ THINK: what experiences make up your understanding? where do you stand? Marilyn Cooper, ecocomposition: ‘The metaphor for writing suggested by the ecological model is that of a web, in which anything that affects one strand of the web vibrates throughout the whole’ (Cooper 370) THINK: what’s in your ecosystem?

Conclusion 

Given polluted information’s adherence to broader racial and capitalist histories, it’s particularly important that students are taught to examine and analyze the material-discursive, human, and more-than-human influences that support disinformation and misinformation online. Through feminist methods and methodologies like teaching messy research, emphasizing reflective praxis throughout research, and valuing situated knowledge, writing instructors can contend with polluted information in ways that move beyond fact-checking and information literacy. Rather, attention to emotions and historical forces illuminates the intensity of polluted information online, where bots and algorithms bolster disinformation and misinformation. Teaching students about the broader context of polluted information and demonstrating the interdependent webs and relations enmeshed in these claims helps them understand the harm disinformation and misinformation causes, especially to marginalized people. In turn, this encourages students to reflect critically on their everyday actions and online interactions, especially because feminist ethics of care highlight the necessity of reflecting on how individual actions operate in a larger ecosystem, stressing the importance of interdependency and reciprocity for students.  

Future research on polluted information and feminist methods and methodologies might focus on how a feminist ethic of care can help to grapple with how bots and algorithms exacerbate and reinforce polluted information online. More work is also needed to determine how instructors might address far-right extremist views in the writing classroom as they navigate disinformation and misinformation. Feminist pedagogical theories on addressing differences in the classroom offer generative and potentially transformative theoretical frames for beginning some of this research. 

Works Cited 

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Gruwell, Leigh. “Feminist Research on the Toxic Web: The Ethics of Access, Affective Labor, and Harassment.” Digital Ethics. Routledge, 2019, pp. 87-103. 

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hooks, bell. Teaching to Transgress. Routledge, 2014. 

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Luka, Mary Elizabeth, Mélanie. Millette, and J. Wallace. “A Feminist Perspective on Ethical Digital Methods.” Internet Research Ethics for the Social Age, 2017, pp. 21-36. 

McComiskey, Bruce. Post-Truth Rhetoric and Composition. University Press of Colorado, 2017. 

McKee, Heidi A., and James E. Porter. The Ethics of Internet Research: A Rhetorical, Case-Based Process. Vol. 59. Peter Lang, 2009. 

Mejia, Robert, Kay Beckermann, and Curtis Sullivan. “White lies: A racial history of the (post) truth.” Communication and Critical/Cultural Studies 15.2, 2018, pp. 109-126 

Micciche, Laura. Doing Emotion: Rhetoric, Writing, and Teaching. Heinemann, 2007. 

Motta, Sara C., and Anna Bennett. “Pedagogies of Care, Care-full Epistemological Practice and ‘Other’ Caring Subjectivities in Enabling Education.” Teaching in Higher Education vol. 23, no. 5, 2018, pp. 631-646. 

Phillips, Whitney, and Ryan M. Milner. You are Here: A Field Guide for Navigating Polarized Speech, Conspiracy Theories, and Our Polluted Media Landscape. MIT Press, 2021. 

Rickly, Rebecca. “Messy Contexts: Research as a Rhetorical Situation.” Messy Contexts: Research as a Rhetorical Situation. Hampton Press, 2007, pp. 377-397. 

Ridolfo, Jim, and William Hart-Davidson, eds. Rhet ops: Rhetoric and Information Warfare. University of Pittsburgh Press, 2019. 

Ringrose, Jessica. “Digital Feminist Pedagogy and Post-Truth Misogyny.” Teaching in Higher Education 23.5, 2018, pp. 647-656. 

Rohrer, Judy. “‘It’s in the Room’: Reinvigorating Feminist Pedagogy, Contesting Neoliberalism, and Trumping Post-Truth Populism.” Teaching in Higher Education vol. 23, no 5, 2018, pp. 576-592. 

Royster, Jacqueline Jones, and Gesa E. Kirsch. Feminist rhetorical practices: New horizons for rhetoric, composition, and literacy studies. SIU Press, 2012. 

Skinnell, Ryan. “Teaching Writing in the (New) Era of Fake News.” College Composition and Communication vol. 72, no. 4, 2021, pp. 546-569. 

Stenberg, Shari J. Repurposing composition: Feminist Interventions for a Neoliberal Age. University Press of Colorado, 2015. 

Developing a Feminist Mentorship Praxis for Digital Aggression Research

A researcher interested in the anonymous imageboard 4chan faces mental duress–loss of sleep, relationship difficulties, dejection–after spending time in a community that sees them as “subhuman” (Sparby 46). 

 

A PhD candidate, working on her dissertation studying women’s experiences of online harassment, experiences a flood of threats and aggression via email and Twitter while trying to recruit participants (Gelms, “Social Media”). 

 

A scholar seeking to understand the GamerGate[1] debacle finds herself reading through racist, sexist, ableist chat logs that feel “dehumanizing,” as they target many of the identities she herself inhabits (Kelley and Weaver 7).[2]

These are real experiences recounted by writing studies researchers studying digital aggression. Notably, at the time of these incidents, all were also women-identified and early-career. Digital aggression, which we define as a broad range of behaviors ranging from insults to sexual harassment to threats of violence, usually meant to silence and/or intimidate its targets, has become an increasingly critical issue for internet users, and researchers have accordingly worked to understand why digital aggression happens and how we might curtail it. Yet these researchers–particularly those with (multiply) marginalized identities– often find themselves the target of the very harassment they are studying. How, then, might we support researchers as they undertake this crucial, and sometimes dangerous, work?  

We have faced this question, together and separately, as digital aggression researchers. Leigh has been researching digital aggression since she began writing her dissertation in 2014. Since then, she’s explored how toxic digital publics can undermine public writing pedagogies as well as feminist research methodologies (Gruwell, “Writing”; Gruwell, “Feminist Research”). She’s also experienced harassment as a researcher (Gruwell, “Feminist Research”). Cam is just starting out as a researcher of digital aggression after feeling drawn into this important research from the mass amounts of hate they witnessed others face online during the pandemic and growing up with social media. After taking Leigh’s research methods class, they felt inspired to join the network of researchers like Leigh who are doing this work but didn’t know where to begin or the dangers involved. As Cam began their research, we both began to wonder how to ensure a safe and productive research environment. Mentorship, we realized, was a crucial tool in this process.  

In this article, we argue that the unique safety concerns and affective dimensions of digital aggression research necessitate innovative approaches to mentorship. Feminist mentorship practices specifically can provide a valuable framework for supporting digital aggression research. Because it values collaboration (Gaillet and Eble; Godbee and Novotny; VanHaitsma and Ceraso), seeks to undermine power inequities (Fishman and Lunsford; Kynard), and centers around an ethic of care (Ribero and Arellano; Sparby), we argue that feminist mentorship can be a powerful mechanism to help digital aggression researchers navigate a particularly challenging research environment. 

We will begin by defining digital aggression as a threat not only to internet users, but also to digital researchers. Although there are risks to doing this research, we insist that this work is necessary to work towards safer and more equitable online spaces for everyone. We will then argue that feminist mentorship can function as a resource to help sustain and support digital researchers. Drawing on our own mentorship relationship as more experienced (Leigh) and more novice (Cam) digital aggression researchers, we will provide considerations for both mentors and mentees and address the specific difficulties that digital aggression research poses to mentorship. We’ll conclude by suggesting that feminist mentorship practices in digital aggression research might offer the discipline an opportunity to reimagine research ethics altogether. 

Digital Aggression and the Threat to Researchers  

Digital aggression can be hard to define, and covers a range of behaviors from name calling, doxing[3], sexual harassment, and physical threats (Jane; Mantilla; Vogels). While 41% of American internet users have experienced some form of online harassment, according to a 2021 Pew report, the risks of digital aggression are especially amplified for women, people of color, queer people, and people with disabilities. These vulnerable users experience digital aggression more frequently and experience its most severe and violent forms (Gardiner et al; Lenhart et al; Vogels).  

These behaviors result in real harms: targets of digital aggression report experiencing sometimes intense feelings of emotional distress and danger (Lenhart et al; Vogels). Because it can happen in any online space from comment sections to social media to professional listservs, digital aggression also undermines efforts to build more equitable, inclusive digital publics. Digital aggression often elicits silencing and exclusion, as its targets self-censor and remove themselves from unsafe platforms (Cole; Gelms, “Volatile Visibility”; Lenhart et al). Users who are most likely to experience digital aggression–women, people of color, queer people–may simply choose to not participate in these spaces. The result, then, is that digital aggression often serves as a tool to enforce patriarchal, racist, and other exclusionary visions of the internet. 

No digital aggression researcher is immune from these threats, as the opening vignettes illustrate. Importantly, however, researchers’ identities matter when it comes to researching and experiencing digital aggression: because we know women, queer folks, people of color, and other marginalized populations experience digital aggression more often and more severely, researchers with these identities face additional risk. As a result, note Brit Kelley and Stephanie Weaver, “some research methods and practices will not be available for some researchers with regards to some researched groups, and in some cases, the researcher may be accruing personal risk in coming forward with their research” (6). Indeed these risks are present at every stage of the research process: as researchers’ experiences show (Gelms, “Social Media”; Vera-Gray), recruiting participants can invite harassment and threats. Analyzing or coding racist, sexist, and other offensive texts can also result in mental distress (Kelley and Weaver; Sparby). Researchers of digital aggression must also carefully consider where and how to publish and publicize their work. While researchers often hope their work will reach a wide audience, for researchers of digital aggression, this can lead to additional risk, as hostile readers may be able to locate their published work, which often includes institutional affiliation as well as email and mailing addresses and sometimes even social media handles (Gruwell, “Feminist Research”; Sparby).  

But why do this work if there are so many dangers in doing so? Despite its risks, we feel that digital aggression research is necessary to build online spaces that are safer for everyone, especially those with marginalized identities. This kind of research doesn’t just “call out” particular individuals on their bad behavior, it also identifies patterns of hate and aggression and the structures that support it. Abuse of any kind can lead to silencing of victims, and we as digital aggression researchers want victims to have a voice in both our research and in their own online spaces. Bridget Gelms (“Volatile Visibility”) discusses the importance of detailing the stories of victims of online harassment, writing: “ …when we…sanitize the experiences of the abused, we create a functional cloaking mechanism, keeping the realities of what women experience online out of sight” (182). By sharing the stories of those who have been harassed and abused, we let others know they aren’t alone and use real life experiences to inform our active choices about designing the kind of digital world we want to exist in. Even though we can’t control what happens online, we can help shift and scaffold the digital environment we would like to exist in. In order to do so, we need to report and take note of abuse online when we see it and carefully research the patterns, beliefs, and designs that drive digital aggression.  

Feminist Mentorship 

The obstacles presented by digital aggression create an especially challenging research environment for novice scholars and may ultimately dissuade them from undertaking this important work. Researchers are beginning to recognize the risks that researchers and participants alike may face, and have started to generate valuable methodological approaches that are attentive to digital aggression (franzke et al.; Gelms “Social Media”; Gruwell “Feminist Research”; Sparby). Yet these difficulties are still in many ways unique and unfamiliar to those outside this research area, necessitating more systemic support structures beyond individual methodological considerations. Feminist mentorship practices, we suggest, can ensure the sustainability of digital aggression research specifically because they so often center practices that can successfully combat digital aggression, including collaboration, awareness of power inequities, and an ethic of care.  

Writing studies has a robust tradition of feminist mentorship, even if we have seen little explicit evidence that it is being used to guide the work of digital aggression research. This scholarship has found that mentorship is especially critical in ensuring the success and safety of marginalized scholars (Ballif, Davis, and Mountford; Okawa; Ore, Wiser, and Cedillo; Ribero and Arellano). Mentorship, in other words, is perhaps most beneficial to those scholars most likely to be impacted by digital aggression. Indeed, this scholarship suggests that mentorship of women, BIPOC, queer folks, and others traditionally excluded from academia can work to transform the patriarchal, white supremacist foundations of the academy entirely. Instead of “shaping the scholar to the white dominant academy,” these approaches recognize the necessity of “transforming the institution into a space that values minoritized ways of knowing and being in the world” (Ribero and Arellano 337). Digital aggression researchers–most especially those who are minoritized in some way–face a particular challenge: academic and digital spaces are often hostile to their presence, yet their presence is necessary to ensure diverse and equitable spaces. Feminist mentorship can help alleviate this tension, creating not just much-needed support systems for digital aggression researchers but working to undermine the structures of exclusion that render them necessary in the first place.  

Traditionally, academic mentorship has centered around a hierarchical master-apprentice paradigm. Feminist mentorship, in contrast, seeks to undermine this authoritative model by encouraging more collaborative approaches (Gaillet and Eble; Fishman and Lunsford; and Ryan). Several researchers argue for the importance of seeking mentorship from peers, such as Pamela VanHaitsma and Steph Ceraso’s “horizontal mentorship” or Ana Milena Ribero and Sonia C. Arellano’s “comadrismo.” Beth Godbee and Julia C. Novotny describe the collaborative spirit that drives feminist mentorship as one that “privileges relational aspects [and emphasizes] mutuality” (179). These approaches are particularly well-suited for supporting digital aggression researchers, as scholars have emphasized the need for “[digital aggression] researchers to create community and belonging with others” (Sparby 54). Feminist mentorship seeks to develop mutually beneficial partnerships, working to create the “community and belonging” Derek Sparby argues is necessary to sustain digital aggression researchers.  

This emphasis on collaboration is not a naive one, however; it is rooted in an acute and constant awareness of power inequities. While many feminist mentorship relationships may emerge between peers (Morris, Rule, and LaVecchia; VanHaitsma and Ceraso), mentorship between differently situated scholars–such as a more experienced and more novice scholar–still presents important learning opportunities for all involved. Given the power inequities that mark many mentorship relationships (even among peers in an academic hierarchy), feminist mentorship seeks to explore these differences as important opportunities to learn from one another and identify shared values and beliefs (Madden and Tarabochia; Okawa). As Kathryn Gindlesparger and Holly Ryan note, “dialogues about conflict and tension in feminist mentoring relationships” can serve as “productive sites of transformation rather than ones of shame or guilt” (67).  Because digital aggression researchers often find themselves researching spaces or communities that are hostile to them (Gelms “Social Media”; Gruwell, “Feminist Research”), feminist mentorship’s constant interrogation and negotiation of power can equip researchers with the necessary analytic tools to construct ethical and responsible relationships with those they study while also remaining vigilant to potential risks. 

It is this attention to both power and collaboration that gives feminist mentorship its keen interest in care. Feminist theorists have long advocated a politics centered on an ethic of care, which sees political transformation and justice as an interpersonal project (Gilligan; Noddings). Care is a means of achieving solidarity under what bell hooks calls the “white supremacist, capitalist, patriarchal class structure” (18). In feminist mentorship, then, this ethic of care demands “support for both the personal and the professional” (Gindlesparger and Ryan 62), even as such support can entail significant (often institutionally unrecognized or supported) emotional labor (Madden and Tarabochia; Ore, Weiser, and Cedillo). Care is perhaps especially crucial for digital aggression researchers, given the risks this work presents to both their professional and personal lives. To counter these effects, Sparby presents a “feminist ethic of self-care,”4 which offers several important strategies to protect physical safety and emotional wellbeing. We suggest, however, that feminist mentorship can also cultivate the ethic of care necessary to safeguard digital aggression researchers.  

Feminist Mentorship in Practice: Supporting Digital Aggression Research 

Feminist mentorship practices, we have shown, are particularly well-suited to support the messy, often dangerous work of digital aggression research. But what might this look like in practice?  What, for example, should mentors know about how best to preserve the physical and emotional welfare of mentees? What kind of support might mentees request from their advisors, and how might they ask for it? What is the role of institutions in supporting these kinds of mentorship structures? How can mentors and mentees best attune themselves to the inequities that fuel digital aggression? Mentorship relationships emerge from the experiences and identities of each individual; each mentorship configuration is therefore unique and specific. Here, we present heuristic guidelines for digital aggression research rooted in our own experiences not because we believe these considerations to be universal or definitive, but in hopes they can serve as a model to support others who want to do this work within their own mentoring relationships. 

Cam 

While I had grown up on social media and been witnessing digital aggression myself since I was a pre-teen, I was wildly unsure of where to start my research once the opportunity was presented to me. I had no idea that research like this existed, and I was constantly doubting my abilities and methods as a novice researcher. I was also concerned, as I was somewhat aware of the dangers of this research, but unsure of the realities of the situation.  While I was often thinking about the safety of the users of the various sites I was studying (Twitter, Instagram, and LMSs/other educational platforms), and was often thinking about ways to keep future participants safe, I was hardly factoring myself into the safety equation. 

Once I began fielding my questions to Leigh and seeking out her advice, and unknowingly to me, beginning a mentoring relationship that aligns with the history of feminist researchers in our field, I began to realize how precarious doing this research really was. As we continued to work together throughout my Master’s program, we both began to see a somewhat untrodden path in terms of mentorship for digital aggression researchers. The experiences that I had with Leigh have informed my guidelines that follow.  

  • Be realistic about the potential dangers (physical, mental, and emotional) of digital aggression work. The first thing that Leigh met me with in our mentoring relationship was honesty. Before I even began the work on turning an in-class proposal related to digital aggression on Twitter into a workable research study, she asked me to attend a CFSHRC panel in which she and other digital aggression researchers detailed their experiences doing this work. The panelists, including Leigh, Bridget Gelms, Vyshali Manivannan, and Derek Sparby, spoke to the negative and unsafe aspects that might come with doing this work, including being harassed, stalked, and mocked online for researching, calling out, and analyzing the abusive behavior of others online.  The dangers that one faces in doing this work are embodied in a physical, mental, and emotional sense. As Sparby notes, this kind of work requires researchers to think ahead, several steps ahead, at all times, in order to avoid harassment or abuse for our work, which still might not prevent abuse from happening.  
  • Emphasize the safety of the researcher before they begin drafting their research methods/projects. A researcher’s methods of data collection will greatly impact how the researcher should approach their safety methods, as Leigh advised me when I began my project. As I was attempting to solicit participants through my own, personal social media accounts, Leigh advised me to lock down and delete any private information about myself that might give away anything relating to my location or other highly sensitive information and privatize accounts that I wasn’t attempting to solicit participants through. Safety doesn’t just relate to data, however. As Sparby writes (54), digital aggression researchers need to keep in mind their own mental health and take breaks, if possible, when researching content that is mentally and emotionally taxing. Of course, not all researchers will have the privilege to fully retreat (for example, those whose identities make them a constant target for digital aggression or those who have little agency within productivity-centered institutional timelines), but creating boundaries around this kind of research is essential to ensure both physical and mental well-being.  
  • Real-life examples are the most helpful in priming researchers for what to expect. The panel that Leigh had me attend gave painfully realistic expectations of what can happen when one researches harmful online practices. Reading articles and keeping up to date on research in this growing subfield, it is easy to see that most doing digital aggression research take this work very personally and very seriously, often detailing their personal experiences and the effect of their positionalities on the research they do. The examples of this work (mostly done by marginalized people) have greatly impacted me and given me valuable lessons that I will move forward with when doing this work. While qualitative or narrative evidence is not always as respected in our field as quantitative evidence, to me, the stories of the researchers that came before me are extremely helpful and impact the steps I am taking into doing my own research.  
  • Mentees cannot be adequately mentored through one-size-fits-all methods. As every mentor and mentee are different, it is safe to say that all mentorship relationships are personal and specific. Other kinds of mentees who differ from me might have different concerns. As a white, queer person, I understand that I hold a place of privilege as well as precarity online. Other mentees, particularly those who are women of color or queer people of color, might have different needs due to the rates at which people of color are more readily harassed in online spaces.   

Leigh 

Despite my experiences with digital aggression–both as a researcher and a target– I felt unprepared to support Cam’s own research in this area. As Cam described their proposed project, I felt excited, because I knew how important this work would be in describing and curtailing harassment of queer women on Twitter. Yet, I also had concerns about Cam’s safety and wellbeing. Cam had taken a research methods class with me, which included significant attention to digital methodology, but little of this scholarship is attuned to the risks of digital aggression. As Cam began their project then, I found myself drawing on both my experiences of digital aggression as well as my knowledge of feminist mentorship practices to begin to define the values that drove our work together. The guidelines I’ve outlined here have grown out of our relationship 

  • Help researchers understand the risks at every stage, from data collection to publication and beyond. I was worried about how I could be honest and transparent about the challenges of this work without dampening a novice researcher’s excitement. I determined that being honest with Cam would enable them to best assess the potential risks they faced. I shared articles from digital aggression researchers about how to recruit participants safely and we discussed the future of the project. I asked Cam to consider how and where to share their work: do you want to publish in an Open Access space, or share your work on social media?  Indeed, some researchers of digital aggression have intentionally chosen to publish their work behind paywalls (Sparby 56), but even this measure doesn’t always protect researchers. While there are good reasons for choosing these kinds of options, they also carry additional risk. This transparency helped Cam make informed decisions about how to continue with their research. 
  • Point to protective practices and resources. As they began their work, I encouraged Cam to audit their digital identity to ensure it is as private and secure as necessary (Sparby 56-7). It was important for me to highlight the many community supports available to Cam, which is why I worked to introduce them to other digital aggression researchers and shared valuable resources for targets of digital aggression such as Crash Override and Speak Up and Stay Safe(r) in case Cam did encounter difficulties we could not address together. Finally, we discussed the possibility of seeking institutional resources as needed, such as a VPN for additional privacy or even alerting campus authorities and/or local police should any aggression escalate to credible threats (Sparby 60).  
  • Recognize how power inequities may shape your experience. I am a straight, cis white woman who has recently gained tenure at an R1 school: I know I possess a great deal of power (at least in the academy). I was quite aware of how unequally positioned Cam and I were, and I wondered how I could help them conceptualize and navigate potential risks while we inhabit different identity positions. I knew my experiences as a user and researcher of Twitter, for example, were very different from theirs. It was thus critical to acknowledge our differences and use them as a starting point for conversations about research plans. As our positionalities have changed over time, our relationship too has evolved, and this dynamic reflection helps us better understand each other and the different approaches we may take to digital aggression research. 
  • Build a flexible, rhetorical approach to research. While internet researchers have long argued for the value of a rhetorical approach to research (McKee and Porter), I knew, from both my own and others’ experiences, that digital aggression research often requires a flexibility beyond that of most research scenes. The unique circumstances of digital aggression research mean that methods may change (Gelms, “Social Media”), a researcher may need to step back for frequent breaks, or may need additional time to locate an appropriate publication venue (Sparby 55-6). While it is undoubtedly difficult to account for the messiness of digital aggression research, I still sought to help Cam develop a research plan that understood the kind of flexibility digital aggression demands and encouraged them to consider contingencies and anticipate possible delays. 

Our ongoing mentoring relationship has provided an important location for reflection on our ever-evolving scholarly identities. Cam feels that they have gained a stronger sense of self as a feminist researcher and are more aware of the importance of safety for all involved in the research process, including the researcher. Leigh, on the other hand, has more fully realized the transformative power of mentorship, which can foster new methodological approaches that work to create more inclusive digital spaces as well as diversify disciplinary knowledge-making practices. Together, we hope our experiences can prompt other researchers to explore the possibilities that mentorship presents for supporting not just digital aggression researchers but all researchers who navigate inequitable or hostile research scenes. 

Toward Sustainable Research Mentorship  

Many questions remain about digital aggression research, especially regarding mentorship structures and their relationship to research ethics. The reality is that such research introduces unprecedented challenges to mentorship practices broadly across our field. This work can actively harm researchers’ mental, emotional, or physical health and, as a result, mentorship centered around digital aggression research is precarious, forcing hard questions of individuals, the mentorship relationship, and the discipline as a whole. Digital aggression research, then, calls us to critically and carefully scrutinize the important, if often unexamined, ways that methodologies inform individual mentorship relationships and practices. We argue that feminist mentorship offers valuable principles to support digital aggression researchers, as its emphasis on collaboration, interrogation of power relationships, and interest in self-care helps researchers navigate digital research environments marked by exclusion, hostility, and danger. The guiding principles and suggestions we have offered here are meant to encourage other researchers to enter this increasingly important research area. 

Yet we hope our work here does not end with digital aggression researchers. While this work is in some respects uniquely dangerous, especially for marginalized researchers, we believe that nearly all meaningful research is risky in one way or another. We thus conclude by encouraging the field to reflect on its mentorship practices. Mentorship can not only alleviate the various difficulties and harms that individual researchers may face, but it can also reframe research ethics altogether, as it calls attention to how thoroughly questions of identity and power are woven into our research. Feminist mentorship is but one means to this end, and we remain optimistic about mentorship’s potential to support the kind of transformative research that will build not just a more equitable internet, but a more equitable world. 

Works Cited

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Cole, Kirsti K. ““It’s Like She’s Eager to be Verbally Abused”: Twitter, Trolls, and (En) Gendering Disciplinary Rhetoric.” Feminist Media Studies, vol. 15, no. 2, 2015, pp. 356-358. 

Fishman, Jenn, and Andrea Lunsford. “Educating Jane.” Stories of Mentoring: Theory and Praxis, edited by Michelle F. Eble and Lynée Lewis Gaillet, Parlor Press, 2008, pp. 18-32. 

franzke, aline shakti, Bechmann, Anja, Zimmer, Michael, Ess, Charles and the Association of Internet Researchers.“Internet Research: Ethical Guidelines 3.0.” 2020, https://aoir.org/reports/ethics3.pdf. 

Gaillet, Lynée Lewis, and Michelle Eble. “Re-inscribing Mentoring.” Retellings: Opportunities for Feminist Research in Rhetoric and Composition Studies, edited by Jessica Enoch and Jordynn Jack, Parlor Press, 2019, pp. 283-303. 

Gardiner, Becky, et al. “The Dark Side of Guardian Comments.” The Guardian, 12 Apr. 2016, https://www.theguardian.com/technology/2016/apr/12/the-dark-side-of-guardian-comments 

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Gruwell, Leigh. “Feminist Research on the Toxic Web: The Ethics of Access, Affective Labor, and Harassment.” Digital Ethics, edited by Jessica Reyman and Derek M. Sparby, Routledge, 2019, pp. 87-103. 

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 End Notes

[1] Gamergate, which erupted in the late summer and early fall of 2014, began with an allegation of unethical video game reporting: a female game designer was (falsely) accused by an ex of sleeping with a gaming journalist in exchange for publicity for her new game. These charges quickly morphed into an all-out attack on prominent female game developers and critics, who faced violent threats and public exposure of their home addresses (also known as doxing).

[2]We offer our thanks to these researchers, who provided permission to describe their experiences here. 

[3] Doxing” is when a user (or users) make others’ personal information (such as home address, employer, phone number, etc.) public, usually with the intent to frighten or threaten the target.

Asian American Affect and Advocacy: Remembering Hyoejin Yoon

Hyoejin Yoon served as Co-Chair of the CCCC Asian/Asian American Caucus from 2012 to 2016. We both had the honor of co-chairing the caucus with Hyoejin—Terese from 2012–2015, and Jennifer from 2015–2016. She was a thoughtful leader, mentor, and scholar who was careful with her words yet not afraid to speak up about injustice. 

Hyoejin’s scholarship in the discipline is consistently boundary-pushing and purpose-driven. As described in Jennifer LeMesurier’s tribute to Hyoejin in this issue, Hyoejin’s work on affect—as is all of her work—is theoretically rigorous, contextualized historically, and grounded in the embodied experiences of Asian American women. We encourage Peitho readers to revisit this work, including “Affecting the Transformative Intellectual: Questioning ‘Noble’ Sentiments in Critical Pedagogy and Composition,” published in JAC, the Journal of Advanced Composition. Ilene Crawford’s response to this piece noted how Hyoejin made “an unabashed case for imagination” (235), urging that we consider how “institutional discourses, even radical ones, keep our work and our imaginations and other real possibilities bound” (Yoon “Affecting” 734). In another response, Catherine Fox noted how “Yoon asks us to question our investment in the ‘noble’ emotions deployed in the name of democracy and citizenship and how these tropes occlude the fraught nature of emotions and desires elicited by critical pedagogy discourse, particularly for those who find themselves on the outer edges of this discourse” (244).

Further pushing the contours of affect in the discipline, Hyoejin’s chapter published in LuMing Mao and Morris Young’s collection, Representations, titled “Learning Asian American Affect” articulates how the model minority trope is shaped in part by embodied performances of affect by Asian American subjects, and would likewise influence many in the affective turn in our discipline. Morris Young reflects on Hyoejin’s work and impact:  

I don’t recall exactly which year it was, but I first met Hyoejin at the CCCC Convention in the early 2000s. In those days, the Asian/Asian American Caucus was growing and reaching out to emerging scholars and teachers to provide a space to support their work. When I met Hyoejin at one of these caucus meetings, it was clear she was going to be an important voice and leader. I got to know her even better as I worked with her when she contributed an essay for the collection, Representations: Doing Asian American Rhetoric, that LuMing Mao and I were co-editing. Her essay, “Learning Asian American Affect,” was sophisticated, insightful, and beautifully written. There was little to edit but much to learn from this essay that offered an early articulation of the affective turn that we have seen in current scholarship in composition and rhetoric. Her scholarship was cutting edge, her leadership inspiring, and her generosity unmatched.

Morris Young
University of Wisconsin-Madison

Hyoejin was always looking for ways to push the discipline further. Her co-edited issue of College Literature on Native/Asian Encounters acknowledges settler colonialism while also looking to other frameworks for understanding that relationality. A consistent theme in her work is a move between media representations, theory, an unpacking of affect to reveal racist biases, and a method for mobilizing affect to radically change our pedagogical, scholarly, and institutional practices. In this collection of essays, Hyoejin and her co-editor, Cari Carpenter, consider “how the space that Chinese and American Indians shared on the newspaper page can be likened to their shared space in the American nineteenth century” (8). As with her work on affect, she leads the field in research related to Asian/Americans, especially how we are complexly positioned in relation to other marginalized groups in the U.S., in ways that continue to shape our experience but have been largely under examined.

figure 1: the cover of the book that Hyoejin Yoon co-edited with Jennifer Sano-Franchini, and Terese Guinsatao Monberg: Building a Community, Having a Home: A History of the Conference on College Composition and Communication Asian/Asian American Caucus. The top half of the image is white with the title of the book written in black font, and the lower half is a hazy mountain skyline and the roof and upper part of a house with palm trees in front. The bottom of the image is a solid green block with the editors’ names in white font.

We later worked together with Hyoejin on a project documenting a history of our caucus, leading to an edited collection titled Building a Community, Having a Home: A History of the Conference on College Composition and Communication Asian/Asian American Caucus. Hyoejin was an essential part of this project, particularly in how we intentionally brought emerging scholars into the collection and into the caucus. Hyoejin took the lead on this part of the project as she supported the scholars from a conference roundtable through the publication process, always responding to their work with generosity, empathy, and care. This work is reflected in Hyoejin’s forewords to essays in the collection by Phuong Tran and by Scott Ka‘alele, Edward Lee, and Michael Pak. Hyoejin was committed to mentoring emerging scholars, scholars of color, and especially women of color. 

We also worked together to co-author an article for Reflections focusing on anti-Asian racism “before, during, and after the COVID-19 pandemic.” As we worked on this piece, we’ll always remember how much it meant for the three of us to be together on a video call following tragic events affecting the Asian American community. We also remember how enthusiastic we all were that she could bring her background in biology to our discussion of pandemic rhetorics of virality and infection. As a Senior Associate Dean at West Chester University, she brought an important perspective about how university leadership positions don’t necessarily protect Asian/Asian American women from anti-Asian racism. We both benefited from the chance to work together with her on this piece that allowed us to process our own experiences in the discipline and in current society collectively and think about ways to shift institutional practices. We could not have written this piece or the work that will continue to follow without her. 

Hyoejin was passionate in her advocacy of others. The February 4th memorial service that West Chester University held for her included colleagues, family members, and lifelong friends who all spoke about Hyoejin’s impact, tireless advocacy, and mentorship. Her legacy of service for marginalized scholars in the profession extends far beyond our own caucus, as she also served as a co-chair of the CCCC Committee on the Status of Women in the Profession, a member of the CCCC Committee for Diversity, and was an elected advisory board member of the CFSHRC (then the CWSHRC). She was also active in NCTE’s Scholars for the Dream network. Florence Elizabeth Bacabac reflects on Hyoejin’s generous mentorship and the impact it had on her: 

Without her knowing it, Hyoejin was a source of encouragement for me when I first organized (and directed) a campus women’s resource center while juggling a TT position at Utah Tech University. Her generosity allowed me to gain access to the National Women’s Studies Association resources/listserv and led me to attend the A/AA Caucus meeting at the C’s which she co-chaired in 2013. Our brief encounter may be an accident, but it had a lasting impact on my career. Safe travels, fly free, and see it all, Hyoejin!

Florence Elizabeth Bacabac
Utah Tech University

Hyoejin had an amazing ability to be present, to lift you up and push you forward—and to tell you what you might not want to hear but need to hear but in a way that was so calm, kind, and thoughtful. (We remember how she did this for the discipline when she wrote “Affecting the Transformative Intellectual.”) She had a calming presence but was also fierce in pushing the boundaries of the ways she found herself and others boxed in by the institution. She was a first-generation college student who majored in English and biology as an undergraduate, a daughter, a mother, a poet, a Kundiman fellow, and a 1996 CCCC Scholars for the Dream Award Winner. She was committed to mentoring others, bringing them into the conversation, and developing them as scholars, teachers, and leaders. She will be deeply missed, and we encourage us all to carry forward—and build upon—her legacies as a scholar, teacher, mentor, and leader in the discipline and beyond.

Works Cited

Carpenter, Cari M., and K. Hyoejin Yoon. “Rethinking Alternative Contact in Native American and Chinese Encounters: Juxtaposition in Nineteenth-Century U.S. Newspapers.” College Literature (2014): 7–42.

Crawford, Ilene. “Immigrant Act.” JAC 26.½ (2006), pp. 234–243.

Fox, Catherine. “Reprosexuality, Queer Desire, and Critical Pedagogy: A Response to Hyoejin Yoon.” JAC 26.½ (2006), pp. 244–253.

Monberg, Terese Guinsatao, Jennifer Sano-Franchini, and K. Hyoejin Yoon. “Asian/American Movements Through the Pandemic and Through the Discipline Before, During, and After COVID-19” in Reflections: A Journal of Community-Engaged Writing and Rhetoric 21.1: Fall/Winter 2021–22. 

Sano-Franchini, Jennifer, Terese Guinsatao Monberg, and K. Hyoejin Yoon, eds. Building a Community, Having a Home: A History of the Conference on College Composition & Communication Asian/Asian American Caucus. Working and Writing for Change Project. Anderson, SC: Parlor Press, 2017. 

Yoon, K. Hyoejin. “Affecting the Transformative Intellectual: Questioning ‘Noble’ Sentiments in Critical Pedagogy and Composition.” JAC (2005): 717–759.

Yoon, K. Hyoejin. “Learning Asian American Affect.” Representations: Doing Asian American Rhetoric (2008): 293–322.

Memorial Statement for K. Hyoejin Yoon

All of us who had the honor of meeting Dr. Hyoejin Yoon of West Chester University will never forget how generous, smart, perceptive, insightful, beautiful, fierce, and kind she was.  She was a leader and a role model for many of us in higher education and especially in Asian/Asian American studies and feminist studies. When Hyoejin passed away this past December of 2022 of a stroke, her death was unexpected. Her son Han, age 5, fiancé Tom, her parents, extended Korean American family, colleagues, and friends are all heart-broken at losing her when she was only in her early 50s.  I would like to share with you briefly my memories of Hyoejin as her professor and mentor and as her friend of thirty years. My response may be more personal than professional, although I wish to intertwine both dimensions. 

figure 1: a close-up photo of Hyoejin Yoon hugging her toddler son, Han. She is smiling warmly, and Han has a joyful grin with closed eyes.

I first met Hyoejin when she was a student working on her master’s degree in English at Virginia Tech in Blacksburg, VA. I was an Assistant Professor of English at Virginia Tech and only six years older than Hyoejin. She attended a guest lecture I gave on feminist criticism for a graduate seminar on research methods in English studies. I remember her sitting in the front row of the lecture hall, gazing up at me expectantly.  I enjoyed being introduced to her afterward. Hyoejin told me she was interested in learning more about feminist theory and said she hoped we’d work together someday. She invited me to go to the local bar “The Cellar” in downtown Blacksburg where she and some other graduate students were meeting for a drink and playing music. I already had plans for the evening, but I remember being flattered by the invitation and curious about her life as a musician. I later learned she was an accomplished singer and violinist and played gigs regularly with John Priestley, another of our English graduate students.     

During our two years together at Virginia Tech, I worked with her in graduate courses on composition pedagogy and critical theory, and I was honored to become her major professor and support her thesis work. Hyoejin was an excellent reader and writer of complex critical theories, including feminist theory and film theory, willing to stretch and work hard as a writer and thinker. I enjoyed seeing her tackle and critique theories of critical pedagogy and point to the ways these theories did not acknowledge the specificity of  teachers’ or students’ bodies and affective relations in the classroom. Seeing her strong work ethic and theoretical acumen sparked me to ask her to collaborate on proposing two summer conference panels on feminism and writing pedagogy.  

Hyoejin, and then fellow graduate student Jenny Bay (now at Purdue University), and I traveled together to conferences and presented while the three of us were at Virginia Tech. One of those times was to a conference at the University of Wyoming where we gave papers critiquing and questioning theories of  critical pedagogy in relation to teachers’ embodiment in the classroom. The conference included outdoor activities such as hiking, hanging out at a local campground for a barbeque, trainspotting, and visiting the infamous Cowboy Saloon in downtown Laramie, where visitors could rub elbows with local ranchers and cowboys. One night, we found ourselves at the Cowboy Saloon, playing  pool against a group of rodeo cowboys clad in Wrangler jeans, massive belt buckles, plaid snap button shirts, and cowboy boots. Hyoejin was a pool shark and handily beat every single cowboy who approached the pool table. Part way through the evening, she leaned over and whispered, “I’m the only Asian woman in this whole place, and I’m kicking their butts!” They were no match against her skills.  

Another time we attended and presented papers at a conference in Hamilton, New York at Colgate University. After driving for what felt like days through the tundra of upstate New York, we arrived in Hamilton only to learn that there were no restaurants open. Everything shut down after 8 p.m. except for the local mini mart and the laundromat, and our conference lodging was a newly built college dormitory with no dining access. We ended up the mini mart buying boxes of “Lunchables” and then going back to our dorm room bunk beds to eat cheese, crackers, grapes, carrots, and skittles out of cellophane wrapped plastic trays. We giggled on our bunks and felt like we were back in college; we even glimpsed Andrea Lunsford striding down the hallway in her sleepwear later that night.  The next night after a long day of conferencing,  we went out to dinner with Joe Trimmer and Pat Belanoff to a two-hundred-year-old inn that was out in the countryside near farm fields. Joe told us stories about attending college at Colgate University, and Pat regaled us with stories of her work with Peter Elbow at SUNY-Stony Brook. At that point in the day, our energy was flagging after a long day of conferencing, but we saw how Pat was still going strong, still full of energy while we were slumping in our seats.  I remember Hyoejin, Jenny, and I agreeing that we were going to do our best to match Pat Belanoff ‘s energy levels as we continued into our careers.  

When Hyoejin finished up her master’s degree at Virginia Tech, I wrote a letter to support her application to doctoral programs. I remember confessing in that letter how much I was going to miss her at Virginia Tech. Hyoejin was admitted to the doctoral program at University at Albany—State University of New York and went north to work with Steve North, Lil Brannon, and other colleagues. The move to Albany was hard for her and a bit of a culture shock; she missed her supportive extended Korean-American family and  friends in Northern Virginia and D.C. and the cold climate and fraying urban infrastructure of Albany was an adjustment. I remember visiting her in Albany, staying in her graduate school apartment a few times,  listening to her try to  make peace with her gray, cloud covered new hometown and the cold and snow of upstate New York. I had moved to upstate New York, too, to accept a position at Syracuse University so I could relate.  I remember her sending me a determined letter after one of those visits in which she proclaimed:  “This summer, I’m going to find a way to love Albany,” and she did over time. She made lifelong friends at Albany, taught, moved her scholarship forward and became involved in working at a non-profit organization where she supported LGBTQ rights and the rights of people of color.  Hyoejin’s activist voice was amplified by this work and carried over into anti-racist teaching and her advocacy for BIPOC faculty throughout her career.  

It’s rare that we, as faculty,  follow our M.A. students to their next institution, but I was fortunate to be able to serve on Hyoejin’s dissertation committee at Albany, serving alongside Bret Benjamin and Steve North (her director).  She wrote an insightful 334-page dissertation “The Subjects of Critical Pedagogy and Composition:  The Asian-American Teacher Intellectual and Affect” on the problem of critical pedagogy and her own positionality as an Asian-American woman teaching in the writing classroom.  Bringing together theories of racial identity, multiple consciousness, and the idea of the “teacher-in-process,” she argued for a “self-reflective process of  teacher development that for Asian-American (and other) teachers could counteract critical pedagogy’s reliance on a finished and inscrutable teacher, who is also, often, white and male.  This perspective could illuminate how to successfully enact alternative, liberatory pedagogies” (ix). One of the chapters in Hyoejin’s dissertation was revised to become the article “Affecting the Transformative Intellectual: Questioning ‘Noble’ Sentiments in Critical Pedagogy and Composition”  published in JAC, and it became the winner of the 2005 Elizabeth A. Flynn award for the best feminist essay in rhetoric and composition.  

 I remember tearing up when I read the dissertation’s acknowledgements page:  “To Eileen E. Schell, my long-time mentor and friend, and a role model of a scholar, feminist, and activist, working for (i.e., doing) the things that matter most; she has been an unflagging supporter and a constant source of inspiration and intellectual stimulation” (vi-vii). I felt the same about Hyoejin—she inspired me, too, and our mentor/mentee relationship was more horizontal  than vertical, what Pamela Van Haitsma and Steph Ceraso refer to as the “offering of help, guidance, and training) that is carried out within a horizontal rather than hierarchical relationship (between peers, as opposed to a more and less experienced mentor and mentee). (Van Haitsma and Ceraso 211).

 

 

 

 

 

 

figure 2: two photos, side by side, of Hyoejin Yoon and Eileen Schell. They are sitting at a table in a dimly lit restaurant and are both wearing black and white print blouses with champagne-colored jackets: “twinning,” as Eileen Schell put it. In the photo on the left, Hyoejin and Eileen are smiling and looking into the camera. In the photo on the right, they have started to laugh. These photos are from the Conference on College Composition and Communication: the Atlanta convention in 2011.

As other colleagues have pointed out in their tributes, Hyoejin’s scholarship and administrative work were dedicated to making universities better places for women and people of color.  She won awards and gained recognition for her work. She served on and ably co-led national committees: The CCCC Committee on the Status of Women in the Profession, which became the Feminist Caucus Standing Group, the Asian/Asian American Caucus of CCCC and others. She also co-edited the important book Building a Community, Having a Home: A History of the Conference on College Composition and Communication Asian/Asian American Caucus (Working and Writing for Change, University of South Carolina Press) with Jennifer Sano-Franchini  and Terese Guinsatao Monberg, which Terese and Jennifer comment on in their tribute.  

Hyoejin and I often talked about the challenges of balancing career with family, especially the challenges of motherhood. One summer we met up near the Philadelphia airport for breakfast at a diner near Hyoejin’s home, and we talked about her excitement about becoming an Associate Dean, about how I was balancing motherhood with being an academic Department Chair, and her struggles to have a child and the ups and downs of marriage. Having a family was a high priority for Hyoejin, but it was not an easy process for her.  I was so excited to hear about the birth of her son Han Alexander, born May 28, 2017, when Hyoejin was 46 years old. She was up front about her fertility struggles and challenging birth process, agreeing to be interviewed after Han’s birth by “Parent Trip” columnist Anndee Hochman from the Philadelphia Inquirer.  As she said of motherhood in the interview with Hochman. “It is nice to have something really important and big other than work in my life. It does feel like there’s a little more balance” (n.p.).

figure 3: a close-up selfie of Hyoejin, holding her son Han, and Eileen, who are standing together outdoors in a city at night. They are all smiling

I finally got a chance to meet Hyoejin and Han in Philadelphia in October of 2019 when I attended the Community Writing Conference. Han, Hyoejin, and I went out to dinner and caught up. Han, now a toddler, enjoyed observing the fish tanks in the restaurant and running between our table and the tanks. I gave him a stuffed tiger as a present, which he clutched all night, and we snapped a photo of us outside the hotel where I was staying while we hugged goodbye. I had no idea that it would be the last time I saw Hyoejin. The COVID-19 pandemic shut down the conferences in which we usually staged our annual reunions. The last time I spoke with Hyoejin was in May of 2021. She called me for advice about a particular challenge she was facing in her job. We made plans to meet up for dinner and attend each other’s panels at the next in-person CCCC.  

When I heard the news of Hyoejin’s passing in December 2022 from a colleague at West Chester, I could not imagine a world without her. Via zoom, I attended her moving memorial service broadcast on February 4, 2023. I pored over pictures of us and past emails I had saved where she sent me her work-in-progress. I penned a letter for a notebook of remembrances that Hyoejin’s family gathered for Han to read as he grows up. These past weeks and months since Hyoejin’s death have often felt empty and sad due to losing her so unexpectedly. At CCCC in Chicago this year, I went from panel to panel thinking of Hyoejin. CCCC was our annual reunion time, and it was hard to wrap my head around the fact that she was gone. I had hoped we might tote Han around Chicago to see the local sights as we used to do with my daughter Autumn when she was a child attending CCCC. Walking the halls of the convention, I remembered so many milestones: Hyoejin presenting her first CCCC paper, accepting the 1996 CCCC Scholars for the Dream Award, receiving the 2005 Elizabeth A. Flynn award for best feminist essay in rhetoric and composition, attending the all-day Wednesday Feminist workshops together, attending the CCCC Committee on the Status of Women in the Profession and Women’s Network meetings, knowing that the next night she would be attending to the Asian/Asian American Caucus. I don’t know if I will ever get used to Hyoejin being gone, but I do know she would tell us to keep going and to keep doing the work that needs to be done.

In Hyoejin’s honor, West Chester University, where she spent 20 years of her career, founded a scholarship to support women of color, a wonderful way to remember and honor her commitment to mentoring and supporting faculty and students of color and fighting for racial justice in higher education.  One way we can honor Hyoejin is to donate to that fund, and another way is to continue to stay in touch with and nurture those who have mentored us and those we have mentored or are now mentoring. Hyoejin was an amazing, mentor, scholar, teacher, activist, Mom, family member, friend, and partner. We are all better for knowing her.  

Works Cited

Hochman, Anndeee.  “The Parent Trip: Hyoejin Yoon.”  Philadelphia Inquirer, 26 July 2017.

Sano-Franchini, Jennifer, Terese Guinsatao Monberg, and K. Hyoejin Yoon, eds. Building a  Community, Having a Home: A History of the Conference on College Composition & Communication Asian/Asian American Caucus. Working and Writing for Change Project. Anderson, SC: Parlor Press, 2017. 

VanHaitsma, Pamela, and Steph Ceraso. “`Making It’ in the Academy through Horizontal Mentoring.” Peitho 19.2 (2017): 210-233. 

Yoon, K. Hyoejin. “Affecting the Transformative Intellectual: Questioning  the ‘Noble’ Sentiments of Critical Pedagogy and Composition.” JAC (2005): 717–759.

Yoon,  Hyoejin K.  “The Subjects of Critical Pedagogy and Composition: The Asian-American Teacher Intellectual and Affect.” Ph.D. Dissertation, University at Albany, State University of New York, 2003.

 

Editor’s Introduction

The Winter issue of Peitho arrives on the heels of the first in person CCCCs since 2019 and the tri-annual conference Writing Research Across Borders held in Norway. The energy at these conferences was palpable. To be able to have unplanned encounters with folks in the hallways, during sessions, and even as we walked down the street reminded us all how important connecting with people in real time is, how travel helps us develop new understandings about place, language, and culture, and how much getting away for the daily grind of work can open new ways of thinking and seeing. In the best-case scenario, engaging in in person intellectual exchange humanizes the experiences and perspectives and helps us develop empathy (and sometimes anger), coalition, and shared political commitments to changing institutions and structures. Indeed, my intersectional feminist politics is always strengthened (and sometimes challenged) by the concerns and perspectives outside my small bubble of academia in Western MA.   

While not all essays explicitly state it, each essay in this Winter issue of Peitho is demonstrating an important shift in the field toward centralizing intersectional perspectives born specifically out of the deep political and scholarly work of women of color historically and in the present. As these essays show, when feminist scholars extend beyond liberal feminist lenses that do not address how racialized, heteronormative, ethnocentric, and class power work together, they begin to see how white feminism became a feminism that “unremarks” on the concerns of women of color and other marginalized people (White-Farnham), on how intersectional and material analyses or labor and power can create institutional change (Cox and Riedner), and how an African American Club’s study group’s secretaries worked to re-compose dominant narratives about African American women and their histories (Nelson). Feminist scholars of color have long shown that race and gender cannot be separated from our political commitments and are in fact central to them. These essays reflect Peitho’s ongoing commitment to expanding feminist rhetorical theory and showcasing feminist teaching and administrative/institutional practices.  I am excited to see that the authors of this issue have centralized these lenses in their approach to reading archives, developing cross generational coalitions, and in questioning the persistence of a feminist politics that does not take intersectionality into account.  We hope to continue this conversation not only in Peitho but at the Feminisms and Rhetorics Conference in Fall 2023! 

This issue of Peitho also, sweetly, offers a demonstration of intergenerational feminism as the artist for our cover is the (feminist) mother of one of our authors (Rachel Riedner). We are so pleased to be able to showcase both of their works in the same issue.  

–Rebecca Dingo (Co-Editor) 

The Winter issue also includes two Recoveries and Reconsiderations pieces, both examining the rhetorical work of women in patriarchal faith communities. The first, by Tiffany Gray, is a preliminary look at some interesting archival documents: the Mormon Women’s Oral Histories Collection at Claremont Graduate University. The women who share their oral histories grapple with their identities as women and as members of the Church of Jesus Christ of Latter-day Saints, as Gray shows. Gray ends her tour through this archive by offering a list of considerations, some of which can help researchers who are new to archival work navigate their way through collections of archives.  

Gray’s essay is a recovery, and the second piece, by Samantha Rae-Garvey, is a reconsideration: it looks back at Beth Moore, who was a prominent Southern Baptist leader until she decided to leave the Southern Baptist Convention (SBC) in 2021. Rae-Garvey focuses on Moore’s Twitter account, the main place where she struggled, publicly, to process her anger about the dismissal, dehumanization, and abuse of women in the Southern Baptist Convention.  Rae-Garvey claims that the SBC mislabeled Moore’s speaking engagements as “preaching,“ possibly in an attempt to squeeze her out of the SBC by insinuating that Moore was assuming the role of pastor, which is limited to men (Moore herself never called herself a pastor or her speaking preaching).  

There are people of all genders who see inequity and mistreatment when it happens in faith communities. In Sonia Johnson’s 1981 feminist memoir, From Housewife to Heretic: One Woman’s Struggle for Equal Rights and Her Excommunication from the Mormon Church, another story of a life lived in a faith community, she recounts years of seeing and experiencing small acts of injustice against women and girls and filing each one of them away.  

Eventually, Johnson remarks, her file burst.  

–Clancy Ratliff (Co-Editor) 

Claremont Graduate University’s Mormon Women’s Oral Histories Collection

Oral histories document a community’s history by recording interviews from community members about their lives. For scholars, these types of first-person accounts serve as useful primary sources for the purpose of archiving a community through the vantage points of its members. While Brad E. Lucas and Margaret M. Stain emphasize that oral histories only reproduce “…a – not the – narrative…” of a community’s experience, they also note that researchers who gather oral histories reveal “inconsistencies, gaps, and silences” in the narrative, making oral histories a valuable space to find voices often underrepresented in academia (Ramsey, et al., Location 3316-3319)[1].For women’s rhetoric scholars, one example of understudied persons include religious women, particularly those who maintain their identity in relationship to their patriarchal structured faiths. As Laurel Thatcher Ulrich’s famous quote denotes “well-behaved women seldom make history” because these women are not viewed as avantgarde, which often results in exclusion from a history’s narrative (Well-Behaved Women, 2017). Thus, for feminist and rhetoric scholars, oral history gathering not only operates as a promising site of excavation of women’s experiences to (un/dis/re)cover the missing voices of women in a community, but also serves as a proving ground of rhetorical ability for women’s voices often left out of feminist conversations. 

As potential source material of oral histories from religious women, I introduce Claremont Graduate University’s Mormon Women’s Oral Histories Collection, a digitally archived collection of transcribed interviews with twentieth and twenty-first century Mormon women from the Church of Jesus Christ of Latter-day Saints and its offshoots[2]. As an ongoing project with over two hundred oral histories from Mormon women around the world, the Collection allows “scholars, amateur historians, and graduate students… to draw from these primary sources in their writings” and continue the work of making Mormon women’s voices more accessible (“Mormon Women’s Oral History Project”[3]). As an active member of the Church of Jesus Christ of Latter-day Saints, and currently serving in the Church’s women’s organization, the Relief Society, I have found that Latter-day Saint women maintain a rhetorical practice that seeks to access authority within their faith by supporting the power structure of the Latter-day Saint Church and by associating their gendered identity within that structure[4].  

Like many religious women, Latter-day Saint women often contradict the standards of feminism; rather than attempt to access authority by fighting against the prevailing power structure of their religious community, these women instead assert their identity in relationship to it. Yet, several academics have noted that feminist scholars hesitate in examining women’s religiously affiliated texts, as Carol Mattingly observes that some scholars “equate religiosity with conservatism…” (103). Charlotte Hogg further notes that the field of women’s rhetoric maintains a boundary that demonstrates “a continued reluctance to engage conservative women who fall outside [the] feminist framework” where “binary constructions of women as either feminist or not persist” which results in “perpetuating the practices [scholars] strive to dismantle and restricting possibilities for meaning making” (393). By continually resisting the inclusion of religious women in women’s rhetorical studies, feminist scholars end up reinforcing the practice of limiting whose voices take precedent. Thus, to adjust the boundaries of conventional feminism so that religious women can find a space in women’s rhetorical studies, scholars must, as Charlotte Hogg implores, embrace Jacqueline Jones Royster and Gesa E. Kirsch’s call to move beyond the binary of feminist or antifeminist and look to include “women who may not seek to empower themselves or others yet hold rhetorical sway” (397). My intention, therefore, in presenting the MWOH Collection is to offer feminist scholars a potential blueprint for examining religious women’s rhetoric by sharing the Mormon women voices who attempt to access power within their religious community by connecting their identity to the religious framework of their patriarch-oriented faith. 

Showcasing the Histories 

There are currently two hundred and twenty-two oral histories in the Collection, with different interviewers and languages represented. For my initial exploration of the archive, I chose to examine the oral histories conducted by Caroline Kline – current director of the Mormon Women’s Oral History Project and the professor at CGU who introduced me to the Collection[5]. I further reduced my selection of oral histories to the ten interviews conducted by Dr. Kline that are transcribed into English and are interviews with Mormon women affiliated with the Church of Jesus Christ of Latter-day Saints. The themes of Location, Family Relationships, Education, and the Woman Identity emerged as common threads throughout the histories, where each woman sought to explain her identity in relationship to her Mormon faith. Whether by positive or negative association with their religious community, the women of the Collection demonstrate the rhetorical ability of asserting their own identity on their own terms by connecting their identity in relationship to their religion, making Latter-day Saint women notable contributions to expanding feminist methodologies to include women who assert their right to speak in relationship to their sphere of influence or persuasion. The oral histories chosen are as follows: 007, 026, 030, 043, 156, 157, 159, 164, 166, and 178. 

Location 

Of the ten oral histories examined, only two originate outside the United States: 156 is from Bolivia, but currently (as of the interview in 2016), lives in Georgia, USA, and 178 is from Mexico. Interviews 007, 026, 030, 043, 157, and 164 are from either California or Utah, while 159 and 164 are from Massachusetts and Georgia, respectively. Given that Claremont Graduate University is in California and Utah’s high Mormon population, the elevated percentage of interviews originating in these two states is not surprising, but may inadequately represent the global Mormon woman experience[6]. 

For interviewees from California, a few note that their family originated in Utah before moving west. 007 shares, “I was born in Los Angeles in 1935, shortly after my parents immigrated to California from Utah in 1933 to find work” (1). Similarly, 030 describes that “My father came to California when he was 18. My mother was from Ephraim, Utah, my father from Salt Lake. He worked for his cousins and then married my mom and brought her to California” (1). For these interviewees, the migration path of their parents from Utah to California was significant because many of the Mormon families that moved from Utah to California had strong ties to Mormon pioneer ancestors. This is the case for 007, 026, and 030. In detail, 030 describes her lineage to prominent Latter-day Saint leader Joseph F. Smith and a former Relief Society General President whose name is redacted in the transcript. Likewise, while 157 is of Japanese descent, she notes that her California uncle has Utah roots, calling him a “born and bred Utah man” (1). While the transcripts of the interviews are inconsistent as to what questions were asked during each interview, the sharing of filial connections to prominent Latter-day Saint figures and/or Utah indicates that these connections provide a level of authority to the interviewee’s Mormon identity. The connection to both prominent Latter-day Saint leaders and the move from Utah to another location signify that these women identify that coming from a strong Mormon heritage is important, and that by moving to a new place, they have brought their religious ancestry and heritage with them, thus granting them an authoritative ethos regarding their Mormon faith.  

Family Relationships 

Early childhood upbringings are a common thread throughout the oral histories. Half come from stable families with both parents in the home, as found with 007, 030, 043, 026, 166 and 178. Several histories suggest that their parents played an influential part in their understanding of how to be a Mormon, with 026 stating, “My childhood was great…My parents were very hands on in terms of our participation in church activities and being what we were supposed to be as Mormons” (1). For interviewees, whose immediate family suffered a parental loss, either through death or divorce, extended family fills the familial void created. 159 reflects that both her parents’ divorce and her own divorce were hard for her, but she later found support from her extended family, noting that “…my extended family on my dad’s side, [is] a cohesive family. I think that we have a lot of shared values and practices that hold us together…I feel really committed to the project of my extended family” (4). While family and ancestral relationships are integral to the Latter-day Saint faith from both a spiritual and secular perspective, the relating of those teachings come through parental and familial examples as well as Church leaders and community members[7]. Therefore, the relating of family connections and their influence in in these oral histories illustrates the strong link between the interviewee’s Mormon identity and their family heritage, a link that speaks directly to how and where Mormon women establish their right to speak within their faith.  

Education 

The oral histories explore the connection between education and traditional gender roles within the family. At least six of the histories state that their mother played a key part in their early education. 043 describes that, “My mother taught all of us [the interviewee and her 7 siblings] to read by the age of five…,” (2), while 007 offers two pages of transcript describing her mother’s work as a teacher and principal of a California school that transitioned from a segregated school to an integrated school. For the interviewees, their own success as a mother is measured against their children’s religious accomplishments. While 030 and 043 go into some detail about their children, 007 explains, “All of our children have chosen to be active members of the church and have all married active members and work very hard at being the best Mormons they can be” (12). 007’s sentiments indicate that Mormon women find success as a mother based upon their children’s accomplishments of becoming ‘the best Mormons they can be.’ Her sentiments relate to Latter-day Saint beliefs of traditional gender roles, where “mothers are primarily responsible for the nurture of their children” which indicate that Latter-day Saint women find access to power in the family unit by accomplishing their traditional family roles of educating their children in secular and spiritual matters (The Family: A Proclamation to the World, 1995).  

Most of the interviewees also noted the Church of Jesus Christ of Latter-day Saints promotion for women’s education. 156 describes that as a convert to the Church in Bolivia she was surprised to see her church friends attending school. She states, “I saw a lot of people in the church who were attending university. It was a culture totally different than the one I grew up with. The Mormon church had more of a culture of education” (4). While all the interviewees express positive support regarding their education, Oral Histories 026, 043, 030, and 159 feel the Church encourages education for women, but only as something women do until they get married and become mothers; as 164 describes, an education is “Plan B” for women of the Church (10). Interestingly, of the ten histories I examined, nine hold a bachelor’s degree, and eight hold advanced degrees, which indicates that these Mormon women both found support and sought access to power through higher education, despite feeling like the Church views women’s education as secondary to their future roles of wife and mother. The high education levels of these women, while remarkable, is a point of discrepancy for the Mormon woman experience. According to a 2016 Pew Research Poll states only 33% of all Latter-day Saint members have completed a college degree, and therefore, the over representation of well-educated women in the Collection creates an incomplete narrative of the Mormon woman experience, indicating the need for further oral history gathering from Mormon women with lower education levels (“Where do Mormons Rank…?”). 

Woman Identity  

Each interviewee presents parallel ideas about their woman identity within the Church of Jesus Christ of Latter-day Saints. The expanding presence of the woman voice in the work of the Latter-day Saint Church is a pressing identity issue for women in the Collection, one that dovetails with recent feminist and rhetoric scholarship on the recovery of women’s voices as found in Gaillet’s Remembering Women Differently: Refiguring Rhetorical Work (2019). Many of the women feel their identity ties directly to the Church’s assertions of traditional gender roles, a notion that also correlates with academic scholarship regarding women’s identity in traditional patriarchal communities, such as in Pompper’s Rhetoric of Femininity (2017) and Yadgar’s article Gender, Religion, and Feminism (2006). A common woman identity shared in the histories are that of the “good Mormon,” with several histories either using the term explicitly – 007, 030, and 043, – or implicitly – 026, and 164, – where the idea of a ‘good Mormon’ implies one who actively lives the Latter-day Saint faith and participates in all Latter-day Saint activities. The oral histories also demonstrate an evolving “good Mormon” woman persona one who embraces a more “liberal” stance regarding Latter-day Saint beliefs. History 157 tweaks the ‘good Mormon’ girl characteristic to embody Latter-day Saint women who are “insane” and “always tired” because “they do a hundred million things, but they know themselves to be powerful women” in their faith and do not need the help of men to exercise their beliefs (8).  

Several of the women also find themselves rethinking their faith and the role of women in the Church. They question doctrinal statements like The Family: A Proclamation to the World where gender is described as eternal, a concept that frustrates some of the women because it limits their access to ordination to the Priesthood (where currently only men serve) and expansion into the male-led leadership of the Church (“Oral History 026,” 6). For these Latter-day Saint women, they feel like their patriarchal-based religion inhibits the progression of their gender by withholding access to activities and leadership responsibilities reserved only for men, a sentiment that resulted in women, like 157 and 159, to leave their faith for a time. Not all the histories, however, feel slighted by the Church’s doctrinal positions regarding gender roles. As History 178 states, “It does not feel like women have a lesser part when it comes to church. We have different responsibilities and that’s okay” (4). As 178 describes, she feels a connection to her Mormon identity because she feels valued for the work she performs in her roles as a Mormon woman. Even though more than half of the histories express doctrinal objections, all the women examined feel a connection their religious community. Under the heading “Best and Hardest Part of Mormonism,” 159 shares that she thinks community is the best part of the faith, adding, “I think that because Mormonism is a pretty high-cost religion – you have to give a lot in order to be a member in good standing – the payoff is that you really feel like you are part of something…” (6). So, while some Latter-day Saint women struggle with their Mormon woman identity as it relates to the Church’s doctrinal gender roles, all the women maintain that belonging to the Mormon religious community positively impacts their woman identity.  

Another Mormon woman identity theme is the intersectionality of race and gender. As an Asian American, 159 describes herself as not knowing how to identify, stating, “I think race was an issue for me although I didn’t think about it very explicitly until later, but I think I always felt a little bit like I didn’t fit [in the Church]” (2). 164 expresses a similar disconnect within the Church due to her biracial heritage, saying, “As I moved through racial identity development, how I was able to conceptualize those experiences is that I was a novelty…” (2). For scholars, these sentiments reinforce the need for academic scholarship on women’s intersectional identities, as found in Carastathis’ book Intersectionality: Origins, Contestations, Horizons (2016) and Marchal’s article Difficult Intersections and Messy Coalitions (But in a Good Way) (2014), as well as continued Latter-day Saint scholarship on the intersectionality between race, gender, and identity, and the Latter-day Saint woman[8].

Future Considerations 

The Mormon Women’s Oral Histories Collection provides a wealth of new materials to scholars in the fields of rhetoric, archival studies, and women’s studies that provide insight into the women of the Mormon tradition. Through further examination the Collection, scholars can find ample material to consider, such as:  

Consideration 1: Addressing Archival Methodology Inconsistencies 

For archivists, the Collection lends itself to analysis on how to initiate, organize, and share ground-up archives with the public, as well as provides research opportunities such as organizing a finding aid for the Collection or contributing to the Collection by conducting interviews to submit. Since the Collection lacks a finding aid and does not provide details regarding transcription practices, further work in these areas would help scholars navigate the material. 

Consideration 2: Other Entry Points into the Collection 

There are multiple entry points into the archive, including the following suggestions: 

Examine the works by another interviewer: 

    • Consider looking at different interviewers to assess the interviewers potential focus or bias as a researcher,  
    • Analyze different oral histories gathered by one interviewer to discover themes or patterns, or  
    • Put different interviewers into conversation with one another by comparing different themes, interviewer/interviewee focuses, or assess the evolution of the Collection as it has grown since its inception. 

Examine the histories by location of the interviewee:  

    • Mormon Women originate from various parts of the world, with many coming from diverse cultural traditions that have little connection to Mormon American history. Therefore, examining the oral histories from a specific location may indicate how women who do not originate from pioneer Mormon ancestry identify with the faith.  

Examine the histories by a random sampling: 

    • A random sampling of the Collection allows scholars to look at the broad scope of the archive. Examining the oral histories from various locations, interviewers, and ages can present a larger view of how Mormon women view their identity across several spectrums, potentially allowing scholars to identify gaps in the Mormon women’s narrative.

Examine the histories by language: 

    • Reading the transcription of an oral history in the native tongue of the interviewee provides insight into how non-English speaking Mormon women navigate their intersectional identity in a community whose origination roots are grounded in a white, American, English language tradition. 

Consideration 3: Examples of Intersectionality 

  • As the dominate Mormon faith, the Church of Jesus Christ of Latter-day Saints has grown into a worldwide faith with members around the world. Today, there are more Latter-day Saint women of different races, classes, ethnicities, and disabilities for scholars to consider. As the Collection grows in representation of Mormon women from around the world, so will scholars’ opportunities to examine patterns of women’s intersectional identities in relationship to their faith. 

The voices of these Latter-day Saint women are critical to creating a more complete narrative for the women’s rhetoric archive as their voices contribute to the work of religious women who desire autonomy over their identity, yet express their position as a relationship to their traditional faith. While research and information gathering through oral histories about religious women is growing in scholarship, further gathering is needed – a work that requires scholars to “examine the less radical, more conservative women who shape cultural beliefs” if we are to avoid potentially creating a biased perspective in the narrative of (un/dis/re)covered voices (Hogg 392). Therefore, by continuing to examine religiously affiliated women in the context of women’s rhetoric, while actively identifying potential gaps or erasures found in the narratives generated, scholars can more fully answer the call to find the voice of women wherever and however they speak.  

Footnotes

[1] For further information on oral history gathering as a research practice see Kurkowska-Budzan and Zamorski Oral History: The Challenges of Dialogue; Charlton, Myers, and Sharpless Handbook of Oral History. 

[2] For a detailed description of the Mormon Tradition and its various denominations, see Davies’ Mormon Identities in Transition; Shields’ Divergent Paths of the RestorationWhen referencing members from The Church of Jesus Christ of Latter-day Saints I have chosen to use the term “Latter-day Saint” in place of “Mormon” where applicable. See the Church’s Style Guide reference for further guidance on use of naming the Church of Jesus Christ of Latter-day Saints. Style Guide – The Name of the Church: https://newsroom.churchofjesuschrist.org/style-guide.

[3] See Kirsch and Rohan’s Beyond the Archives: Research as a Lived Process on creating an archive from oral history gathering; Ramsey, et al., Working in the Archives: Practical Research Methods for Rhetoric and Composition, especially part four, on the benefits of oral history archives as research material; Wetzel’s article Layered Feminist Historiography: Composing Multivocal Stories through Material Annotation Practices on annotation practices in oral history compilations.

[4] Also see Ramsey, et. al, Working in the Archives: Practical Research Methods for Rhetoric and Composition for detailed essays regarding the role of positionality in archival work; Jones, et. al, Seeking Glimpses: Reflections on Doing Archival Work on how positionality influences scholarly archival work. 

[5]For further research on the role of Serendipity in Archival and Rhetoric research see Goggin and Goggin’s Serendipity in Rhetoric, Writing, and Literacy Research; Bishop’s The Serendipity of Connectivity: Piecing Together Women’s lives in the Digital Archive.

[6]See World Population Review (https://worldpopulationreview.com/state-rankings/mormon-population-by-state) or the Facts and Statistics Page of the Church of Jesus Christ of Latter-day Saints website for further details (https://newsroom.churchofjesuschrist.org/facts-and-statistics/state). 

[7]See Doctrine and Covenants Sections 131 and 132, and The Family: A Proclamation to the World (1995) regarding Latter-day Saint beliefs on gender roles and family relationships

[8]Scholarship on Latter-day Saint history, cultural stances, and religious ideologies are emerging in the academic setting. The Church of Jesus Christ of Latter-day Saints houses a robust collection of primary sources in their Church History Library. From these materials, the Church has published multiple archival works, including The First Fifty-Years and At the Pulpit, both historical collections of Latter-day Saint women’s writings and public speaking. More recent scholarship on Latter-day Saint women includes Tiffany Kinney’s Legitimization of Mormon Feminist Rhetors. References to race relations in the Church are found in Matthew Bowman’s The Mormon People, particularly chapters 7 and 8. 

Works Cited

Carastathis, Anna. Intersectionality: Origins, Contestations, Horizons. University of Nebraska Press, 2016.

“Claremont Mormon Studies.” The Claremont Colleges Digital Library, ccdl.claremont.edu/digital/collection/cms, Accessed 4 March 2022.

The Family: A Proclamation to the World. The Church of Jesus Christ of Latter-day Saints, 1995.

Gaillet, Lynee Lewis, and Helen Gaillet Bailey. Remembering Women Differently: Refiguring Rhetorical Work. University of South Carolina Press, 2019.

“Home.” The Claremont Colleges Digital Library, ccdl.claremont.edu/digital/, Accessed 7 February 2022.

Hogg, Charlotte. “Including Conservative Women’s Rhetorics in an “Ethics of Hope and Care.”” Rhetoric Review, 2015, vol. 34 no. 4, pp. 391-408. DOI: 10.1080/07350198.2015. 1073558

Kline, Caroline. “Re: Introductions.” Received by Tiffany Gray, 25 June 2021.

Lucas, Brad and Margaret M. Stain. “Keeping the Conversation Going: The Archive Thrives on Interviews and Oral History.” Writing in the Archives, Edited by Alexis Ramsey, et al., Southern Illinois University Press, 2010, Kindle Version Location 975-1138.

Marchal, Joseph A. “Difficult Intersections and Messy Coalitions (but in a Good Way).” Journal of Feminist Studies in Religion, vol. 30, no. 2, Fall 2014, pp. 158-61. EBSCOhost. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=rfh&AN=ATLAn3770748&site=eds-live&scope=site&custid=gsu1. Accessed 10 September 2022.

Mattingly, Carol. “Telling Evidence: Rethinking What Counts in Rhetoric.” Rhetoric Society Quarterly, vol. 32, no. 1, 2002, pp. 99-108. JSTOR, www.jstor.org/stable/3886308. Accessed 28 Oct 2020.

“Mormon Women Oral History Project: Our Story.” Mormon Women Oral History Project at Claremont Graduate University, mormonwomenohp.org/about, Accessed 1 March 2022.

Pompper, Donnalyn. Rhetoric of Femininity: Female Body Image, Media, and Gender Role Stress/Conflict. Lexington Books, 2017.

“Oral History 007.” Interviewed by Caroline Kline, “Claremont Mormon Woman Oral Histories Collection,” The Claremont Colleges Digital Library, 2009, \. Accessed 4 February 2022.

“Oral History 026.” Interviewed by Caroline Kline, “Claremont Mormon Woman Oral Histories Collection,” The Claremont Colleges Digital Library, 2010, ccdl.claremont.edu/digital/collection/cms/id/124/rec/26. Accessed 7 February 2022.

“Oral History 030.” Interviewed by Caroline Kline, “Claremont Mormon Woman Oral Histories
Collection,” The Claremont Colleges Digital Library, 2009, ccdl.claremont.edu/digital/collection/cms/id/87/rec/30. Accessed 8 February 2022.

“Oral History 043.” Interviewed by Caroline Kline, “Claremont Mormon Woman Oral Histories
Collection,” The Claremont Colleges Digital Library, 2010, https://ccdl.claremont.edu/digital/collection/cms/id/83/rec/42 Accessed 8 February 2022.

“Oral History 156.” Interviewed by Caroline Kline, “Claremont Mormon Woman Oral Histories Collection,” The Claremont Colleges Digital Library, 2016, ccdl.claremont.edu/digital/collection/cms/id/201/rec/151. Accessed 20 February 2022.

“Oral History 157.” Interviewed by Caroline Kline, “Claremont Mormon Woman Oral Histories
Collection,” The Claremont Colleges Digital Library, 2017, ccdl.claremont.edu/digital/collection/cms/id/203/rec/152. Accessed 20 February 2022.

“Oral History 159.” Interviewed by Caroline Kline, “Claremont Mormon Woman Oral Histories Collection,” The Claremont Colleges Digital Library, 2016, ccdl.claremont.edu/digital/collection/cms/id/202/rec/154. Accessed 24 February 2022.
“Oral History 164.” Interviewed by Caroline Kline, “Claremont Mormon Woman Oral Histories Collection,” The Claremont Colleges Digital Library, 2015, ccdl.claremont.edu/digital/collection/cms/id/204/rec/158. Accessed 24 February 2022.

“Oral History 166.” Interviewed by Caroline Kline, “Claremont Mormon Woman Oral Histories Collection,” The Claremont Colleges Digital Library, 2015, ccdl.claremont.edu/digital/collection/cms/id/208/rec/160. Accessed 1 March 2022.

“Oral History 178.” Interviewed by Caroline Kline, “Claremont Mormon Woman Oral Histories
Collection,” The Claremont Colleges Digital Library, 2015, ccdl.claremont.edu/digital/collection/cms/id/220/rec/172. Accessed 1 March 2022.

“Oral History: Defined.” Oral History Association, 2022, oralhistory.org/about/do-oral-history. Accessed 22 April 2022.

Ulrich, Laurel Thatcher. Sister Saints: Mormon Women since the end of Polygamy. Book Review. BYU Studies, vol 58 no 1, 2018. https://byustudies.byu.edu/article/sister-saints-mormon-women-since-the-end-of-polygamy/. Accessed 3 November 2022.

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Rhetorical Remembering in the Meeting Minutes of the Tuesday Morning Study Group

The influence of women’s clubs—especially Black women’s clubs—has often been overlooked in U.S. history and public memory (Cash; McHenry). Feminist and rhetorical scholars have responded to this dearth in significant ways, taking up women’s clubs as sites for rhetorical education, activism, and social advancement (Blair; Gere; Logan; Martin; Ostergaard; Richardson; Royster; Sharer). Yet many areas of the clubwomen movement remain underexplored, including civil rights era women’s clubs, whose work played a vital role in fights for racial justice and equality. This article focuses on the Tuesday Morning Study Group (TMSG), an African American women’s club that began meeting in Durham, NC in 1962. Over the next fifty years, the club met monthly to study art, literature, philosophy, and politics, often focusing on the cultural contributions of Black Americans. The TMSG offers a rich case study of a Black women’s club who fostered education and community during a tumultuous time in the Jim Crow south.  

Employing what Jessica Enoch calls the “rhetorical practice of remembering” or feminist memory studies, this article highlights how the group cultivated its own history and memory through the careful crafting of meeting minutes (60). As an “outlier” methodology, Enoch lauds rhetorical remembering for going beyond revision, to “interrogat[e] the dynamic relationships among rhetoric, gender, and history” (60). Extending critical imagination and strategic contemplation (Royster and Kirsch), rhetorical remembering is a method that facilitates studying historical (and often incomplete) records, while acknowledging the complexities and ethics of representation (Ballif; Bizzell; Frank). This article responds to Enoch’s call to expand feminist memory studies and examines how the TMSG members asserted agency through rhetorical remembering.  

Meeting minutes—rarely studied as artifacts—portray the outcomes of careful rhetorical remembering practices. In the case of the TMSG, the minutes bolster collective memories and capture Black women’s intellectual and cultural contributions in ways that are often absent in public memory. Analyzing meeting minutes from the club’s beginning (1962-69), this article contextualizes the TMSG’s work within women’s club history and within 1960s Durham, which was shaped by Jim Crow, protest, class conflict, and economic opportunity. Following a brief introduction to the TMSG, I discuss the rhetorical significance of meeting minutes, arguing that they be studied as serious artifacts that illustrate complex rhetorical negotiations. Then, I examine four rhetorical remembering practices evident in the minutes: 1) inventing and sustaining club identity, 2) creating counterpublic memories, 3) privileging local civil rights history, and 4) negotiating multiple rhetorical situations. In conclusion, I argue that feminist memory methodologies complicate hegemonic public memories and histories. Expanding rhetorical studies of Black women’s clubs, this study centers clubwomen’s social and intellectual contributions, underscoring the influence of Black women in the Civil Rights Movement.

Contextualizing the TMSG  

The TMSG was founded following the 1940s and ‘50s influx of Black women’s clubs in Durham, Chapel Hill, and Raleigh, NC. Organizing around educational, religious, civic, social, and neighborhood interests, historian Christina Greene lists examples of such African American women’s clubs in the region: “Cosmetology Club, the Merry Wives, the Model Mothers Club, the Friendly Circle Club of the St. Joseph’s African Methodist Episcopal (AME) Church, the Pearsontown Needle Craft Club, and the West End Jolly Sisters, to name a few” (26). While local chapters of national women’s clubs like the YWCA, League of Women Voters (LWV), American Association of University Women (AAUW), and International League of Peace and Freedom allowed Black women to join by the mid-1950s, integration of clubs in Durham (and across the nation) remained difficult, which was exacerbated by segregation in Durham’s public facilities until 1963. For example, when a Black woman attempted to join Durham’s AAUW in 1954, meetings were held in Harvey’s Cafeteria, which would not serve Black customers. After much debate, the AAUW moved their meetings to the YWCA, but many white members were displeased, resulting in a 30% loss of white members between 1955-58 (Greene 50).  

Black women in Durham successfully pushed for integration of local chapters of national clubs, but white members were not necessarily welcoming. This sentiment was especially true for study group meetings, which were held in private homes. For many white members of AAUW, “the new level of interracial intimacy that study group meetings in members’ homes demanded was more threatening than crossing the racial divide to break bread together” (Greene 51). Inviting Black members into white women’s homes disrupted a historical power dynamic, wherein Black women were welcome only as domestic workers. Early TMSG member Josephine Clement, who joined the LWV in the ‘50s, described: “[white women] began to bring black women in, but they still were in control of the organization” (Greene 51). Clement was one of the first two Black board members of the YWCA, yet white women maintained a majority on the board and a “common decision among black and white” members led the group to disband dinner meetings (Greene 48). An alternative to Durham’s integrated clubs and study groups, the TMSG was founded to pursue the specific interests and concerns of Black women. Some TMSG members continued membership in integrated clubs, yet the longevity of the TMSG shows a sustained desire for a space where Black women could lead and study their own history and culture.  

Without official affiliation, the TMSG was free to invent its own purpose and legacy. The club was loosely associated with North Carolina Mutual Life Insurance Company, one of the largest and most influential African American-owned businesses in the world. Several early members were married to executives at the company, who were also leaders in local politics. For the first decade, TMSG members were part of a small, elite social circle of affluent Black Durhamites—many with undergraduate and graduate degrees, often from HBCUs. Club members were community leaders, politicians, and educators. For example, founding member Rosemary Fitts Funderburg was a social worker who became a professor and administrator at Clark Atlanta University School of Social Work. Minnie Spaulding, a nearly life-long Durham resident, was an English teacher and professor. Alice Kennedy earned a bachelor’s in nursing, served as an army nurse in WWII, and was one of the first Black women to earn a master’s in nursing from University of North Carolina at Chapel Hill. After moving to Durham, Kennedy taught at high school, technical school, and college levels, developing the BSN program at North Carolina Central University, Durham’s HBCU.  

In addition to teaching and social work, several of the founding members, such as Elna Spaulding, Josephine Clement, and Constance Watts, played significant roles in the local Civil Rights Movement and politics. A civil rights activist, Spaulding was the first Black female member of the Board of County Commissioners in 1974, serving five terms until she was replaced by Clement in 1986. Spaulding also founded the Women in Action for the Prevention of Violence in 1968, an interracial community group that worked to prevent racial violence and discord (Anderson 377). Similarly, Clement and Watts were founding members of the Durham Links, an organization that facilitated the desegregation of schools, supported struggling students, and promoted social justice (Anderson 365). TMSG members were integral to supporting the Black Durham community through education, community organizing, and political reform.  

Durham’s women’s clubs, like most at the time, often formed along socio-economic lines, and with significant class conflict in Durham’s Black community, the TMSG was likely considered elitist in its first decade (Brown; Greene). Early meeting minutes primarily focus on the concerns of the upper-middle class and portray traditionally feminine decorum and virtue. Yet they also reveal women with a breadth of interest and curiosity—studying topics ranging from Lord of the Flies, Malcom X, Nat Turner, and jazz to Hinduism, existentialism, and Beethoven. Greene claims, “Even social spaces that seemingly had nonpolitical aims supported demands for racial equality . . . certain behaviors may be transformative even in the absence of explicit political motives” (30). In pursuit of a wide-ranging education, members showed open mindedness and commitment to change. Many study topics illustrate a desire to learn more about Black experience, culture, and social systems. A sampling of such topics includes Black literature, African art, Panama, Jamaica, Haiti, religion, psychology, philosophy, sculpture, symphony, segregation, Black Muslims, campus revolution, lower class hostility, relationship between African Americans and Jews, and the education system. 

Rhetoricizing Meeting Minutes  

Despite being one of the most common examples of writing among formal and informal organizations, meeting minutes have rarely received critical attention. Just a handful of technical and professional communication scholars have taken up their study, highlighting their rhetorical complexity and organizational value (McEachern; Whitney; Wolfe). David Ingham explains that even though meeting minute writing is often understood to be “uninspired,” useless, or a “chore,” minutes “represent one of the most complex rhetorical situations imaginable” (229). Meeting minute writers must imagine an audience beyond those people present and absent from a meeting. Future colleagues, supervisors, lawyers, archivists, and historians are all potential audiences to be considered; thus, writing minutes is a challenging critical thinking, rhetorical, and ethical process (Whitney 46). Given the potential legal implications and interpersonal strife that could result from a biased, ill-composed record, it is no surprise writers frequently use passive voice and the unanimous “we,” rather than naming specific members. Anonymity in meeting minutes indicates conscientiousness and an awareness of the rhetorical and ethical complexities (Ingham 231). 

Parliamentary guidelines have long influenced formal and colloquial rules about meeting minute writing. For early women’s clubs, Robert’s Rules of Order helped women practice leadership roles and exert power in ways that weren’t acceptable in public venues (Martin 66). The 1951 edition of Robert’s Rules describes the clerk’s or secretary’s charge: “keep a record of the proceedings, stating what was done and not what was said, unless it is to be published, and never making criticisms, favorable or otherwise, on anything said or done” (246). With the goal of impartiality, as a genre, meeting minutes organize and communicate rhetorical action for club members (Miller, Devitt, and Gallagher). The 1950 Standard Handbook for Secretaries encourages a structured and tidy entry, including meeting title, date, time, place, presiding officers, member roll, procedures, and secretary signature (Hutchinson 406). The TMSG minutes largely adhere to these guidelines, though they also demonstrate collaborative writing and carefully cultivated representations. Historically, Anne Ruggles Gere asserts, many women’s clubs feared misrepresentation and were protective of club texts, refusing to share them publicly or give access to archives (45). To produce affirmative representations and protect their reputations, it was common for club secretaries to express affection for one another in minutes and avoid documenting dissent (Gere 45). Keeping a tight control of club materials and activities, Gere argues, facilitated intimacy among members—only with privacy could intimacy blossom.  

Writing meeting minutes is a way of “self-historicizing” (Gere 51). For the TMSG, a varied yet collective picture of the club appears in the minutes, as each secretary put forth her perspective of what should be remembered. Writing meeting minutes was an opportunity for secretaries to capture their view of the club, its members, and their work. For example, Elna (‘67-‘68) wrote detailed summaries of study topics, summarizing key takeaways from the material, while Barbara (‘62-‘63) gave a terse overview of events, and Delores (‘64-‘65) sprinkled her entries with funny quips. More than documenting club business, the minutes reinforce club culture and identity as they are read aloud, approved and/or amended at each meeting. In a collaborative approach to memory making, members listened for an accurate representation and remembered their role in what occurred. To highlight the club’s memory making processes, the following sections analyze specific practices evident in the TMSG meeting minutes: 1) inventing and sustaining club identity, 2) creating counterpublic memories, 3) privileging local civil rights history, and 4) negotiating multiple rhetorical situations. These are not the only practices evident in the minutes, but they are most prominent in self-historicizing the club.  

Inventing Club Identity and Values 

Because meeting minutes were read aloud, voted on, and approved at the beginning of each meeting, they are a primary text in defining the work and values of the club. From the very beginning, the TMSG’s focus was on continued success and preparation. In the club’s second entry, Barbara wrote, “Two Excellent films were shown by Mr. Marvin which were greatly enjoyed and appreciated by the group. The first and main film shown was ‘How to Conduct a Discussion.’ There were eleven points given as elements of good group discussion” (13 November 1962). Suggestions like “The experience of the members should be used to enrich the discussion” and “All members of the group should try to improve their group performance” emphasize the importance of individual involvement and responsibility for the success of the whole. In the following meeting, the group continued to discuss good conversation practices, and one final recommendation appears written in all caps: “IS IT CHATTER? DOES IT MATTER?” (Murray ch. 5). These questions, featured in Arthur Murray’s 1944 book Popularity, were intended to gauge the efficacy of one’s conversation. The key to fruitful discussions, according to Murray, is garnering interest and interaction. Such guidelines reinforced a methodical and thoughtful club culture: “The meetings will be kept informal yet well organized” (8 January 1963, see fig. 1). Contemporaneously, these guidelines are a reminder of best practices for club members, but as a historical record, the guidelines portray a club ethos that was unified and ambitious.   

Recording specifics about membership also demonstrates a careful cultivation of club purpose and culture. As members left the club for various reasons, they discussed inviting new women (see fig. 1); the October 1964 minutes stated, for example, “Names were presented and voted upon, according to her interests and what she might contribute to the efforts of the Study Group.” Because the members were collectively decided upon, the club exercised control over the purpose and identity of the group, as seen in the May 1969 entry: “The secretary was asked to contact prospective members to stress the fact that it is a study group and that each person is expected to contribute to the success of the program.” In addition to selectivity, this emphasis indicates the seriousness of the club’s objective and the responsibility of each club member to uphold it. Other entries mention increasing membership to disperse club labor (i.e., presenting, hosting, leading) and to increase the audience so more people could appreciate the hard work of member presentations.   

Figure 1: Image of a TMSG meeting entry from January 8, 1963. It reads “The Tuesday A.M. Study Group met with Josephine. We decided that each member volunteer for the Christmas meeting with Constance entertaining in December 1963. We discussed the possibility of adding new members and in order to complete the number to eight which had been previously discussed—it was a [sic] unanimously decided that we invite Louise Elder and Dorothy Raiford to join the group. The meetings will be kept informal yet well organized. Rosemary will be termed as an associate member and notified as to the members. The remainder of the time was spent discussing the possibility of entertaining our husbands on the occasion of our first anniversary. We decided to entertain at a private dinner and Charlotte will secure the place. After good food and more conversation, the meeting was adjourned. Respectfully Submitted, Barbara (sec.)” (Tuesday Morning Study Group, Record of Meetings).

Figure 1: Image of a TMSG meeting entry from January 8, 1963. It reads “The Tuesday A.M. Study Group met with Josephine. We decided that each member volunteer for the Christmas meeting with Constance entertaining in December 1963. We discussed the possibility of adding new members and in order to complete the number to eight which had been previously discussed—it was a [sic] unanimously decided that we invite Louise Elder and Dorothy Raiford to join the group. The meetings will be kept informal yet well organized. Rosemary will be termed as an associate member and notified as to the members. The remainder of the time was spent discussing the possibility of entertaining our husbands on the occasion of our first anniversary. We decided to entertain at a private dinner and Charlotte will secure the place. After good food and more conversation, the meeting was adjourned. Respectfully Submitted, Barbara (sec.)” (Tuesday Morning Study Group, Record of Meetings).

Documenting social events similarly privileged celebration and comradery among members. Since the social aspect of women’s clubs “fostered solidarity within groups, secretaries regularly included as many specifics about social events as study topics (Gere and Robbins 644). Activities like Christmas parties, Valentine’s anniversary dinners with husbands, and community outings were highlights of the annual program whose planning was given significant space in the meeting minutes. For example, in the third meeting, Barbara wrote, “It was decided that the December meeting be devoted to ‘Christmas in and around the home’ with a member devoted to each of these topics: Foods, Decorations, Flowers, Wrapping, Wardrobe, Gifts (9 October 1962). Here, the secretary captures the club’s meticulous approach to the study of domestic topics; even festive occasions were approached with sincerity. Detailing both the formal business (e.g., club procedures, membership, annual programs) and the informal culture that unfolded (e.g., celebrations, outings), secretaries wrote a history that is multifaceted, portraying both the club’s seriousness and joy.  

Creating Counterpublic Memories

The choices secretaries made in self-historicizing must be situated within the complicated context of 1960s Durham. “Black Durham was a paradox,” historian Leslie Brown writes (19). For the Black upper and middle classes, Jim Crow invented a consistent customer base but prevented enduring economic success. Unlike many southern cities, Durham had a flourishing “Black Wall Street”—a place of unparalleled Black entrepreneurship and economic prosperity in the late nineteenth and early twentieth centuries. W.E.B. Du Bois wrote in 1912 that Black Durham’s “social and economic development is perhaps more striking than that of any similar group in the nation” (132). However, by the 1960s, urban renewal severed Durham’s Hayti neighborhood, one of the only self-sustaining African American economies at the time, and class stratification and conflict intensified. Despite the potential for prosperity, segregation and racist violence was an ever-present reality. In the 1960s, Durham had one of the lowest desegregation rates in the south (Greene 71) with only 15% of Durham whites favoring racial integration of schools and businesses (Greene 79). As KKK membership rose, civil rights activism flourished throughout the decade with sit-ins, boycotts, and a 1963 demonstration at Howard Johnson’s, where 700 protestors were arrested. Regardless of these realities, economic prosperity was possible for Black residents who could overcome many barriers (Gilmore 27).  

As members of the affluent Black class, early members of the TMSG were deemed responsible for racial uplift yet were also criticized for enacting class superiority and reinforcing traditional gender roles. Following E. Franklin Frazier’s 1957 study of the Black middle class, historian Paula Giddings describes, “Black women were scolded for being too domineering and too insecure; too ambitious and too decadently idle, all in the same breath” (252). Facing this predicament, many scholars suggest Black women used respectability as a strategy to respond to social scrutiny and racism. Brown explains, “Enacted through gender roles, respectability reflected a collective priority to protect against the intimidations of racism, and virtually all African Americans acknowledged the hegemony of respectability. Against the multifaceted challenges of Jim Crow, black people wore respectability like armor” (20). Values like domesticity, submissiveness, and purity express respectability and emerge throughout the meeting minutes. For example, Barbara wrote, “On April 16th, the Study Group carried their mothers to the Duke Gardens. The weather was perfect and the gardens beautiful. The mothers were very appreciative of the trip which seems to be their annual highlight. Afterwards, Elna and Louise served a delicious luncheon at which time the fellowship was enjoyed immensely!” (16 April 1963). Many accounts of club events render immaculate and enchanting meetings; however, to characterize these depictions only as evidence of respectability does not adequately capture the intellectual and community contributions of the club. In her study of race women, Black feminist scholar Brittney Cooper asserts that respectability and dignity are often conflated; whereas respectability is tied to social recognition, dignity is the “fundamental recognition of one’s inherent humanity” (5). Though Cooper does not explicitly discuss clubs, her work studies Black women as knowledge producers and argues that theories of respectability have often obscured the intellectual contributions of Black women. Thus, passages in the TMSG meeting minutes that seem to enact respectability may also reveal the rhetorically complicated work of writing history and crafting dignified representations. Focusing on “embodied discourses”—how Black women center their bodies as sites of possibility—is one way Cooper resists oversimplified readings of historical texts (3). 

TMSG secretaries invoke embodied discourses through vivid descriptions and emotional expressions, underscoring desires, feelings, labors, pains, and possibilities. At the December 1967 meeting (see fig. 2), Elna wrote, “The Clement Home was beautifully decorated with a dellarobia [sic] wreath at the front door and red berries and greens at the stoop, to appropriate and attractive decorations throughout the home. A delightful program was planned and rendered to the enjoyment of all the guests. A Christmas repast was served from the dining room and everyone had a delightful time.” Through the imagery of this carefully arranged and reported scene, Elna praises Josephine’s labor and taste. The joy that exudes in this excerpt is palpable, as Elna documents Black women who are flourishing. Cooper claims, “The audacity, conversely, to discuss in fleeting moments feelings of pleasure, despite daily contention with extreme racial repression, again challenges overdetermined readings of race women being obsessed in every moment with being respectable” (9). Because it acknowledges a certain level of comfort and deservedness, this depiction highlights the group’s pleasure and worth.  

Figure 2: Image of a TMSG meeting entry from December 12, 1967. It reads “The December meeting of the Tuesday Morning Study Group was held at the home of Josephine Clement. This was our Christmas Party meeting. Each member invited one guest, with the hostess privileged to invite as many as she wished. The Clement Home was beautifully decorated with a dellarobia [sic] wreath at the front door and red berries and greens at the stoop, to appropriate and attractive decorations throughout the home. A delightful program was planned and rendered to the enjoyment of all the guests. A Christmas repast was served from the dining room and everyone had a delightful time. The climax of the party was reached when each guest and member selected a gift made by each member and wrapped by Barbara Cook. All in all a good time was had by all who attended. A small item of business was discussed pertaining Lincoln Hospital Emergency Fund. The Club voted that a check for $10.00 be sent from the Study Group. This check was written by the Secretary-Treas. and turned over to the Chairman of the Drive. The next meeting is to be held at the home of Barbara Cooke. Respectfully Submitted, Elna Spaulding, Sec. & Treas.” (Tuesday Morning Study Group, Record of Meetings).

Figure 2: Image of a TMSG meeting entry from December 12, 1967. It reads “The December meeting of the Tuesday Morning Study Group was held at the home of Josephine Clement. This was our Christmas Party meeting. Each member invited one guest, with the hostess privileged to invite as many as she wished. The Clement Home was beautifully decorated with a dellarobia [sic] wreath at the front door and red berries and greens at the stoop, to appropriate and attractive decorations throughout the home. A delightful program was planned and rendered to the enjoyment of all the guests. A Christmas repast was served from the dining room and everyone had a delightful time. The climax of the party was reached when each guest and member selected a gift made by each member and wrapped by Barbara Cook. All in all a good time was had by all who attended. A small item of business was discussed pertaining Lincoln Hospital Emergency Fund. The Club voted that a check for $10.00 be sent from the Study Group. This check was written by the Secretary-Treas. and turned over to the Chairman of the Drive. The next meeting is to be held at the home of Barbara Cooke. Respectfully Submitted, Elna Spaulding, Sec. & Treas.” (Tuesday Morning Study Group, Record of Meetings).

Feminist memory studies encourage upending hegemonic histories that fortify the status quo” with counterpublic memories that “disrupt visions of life as it was, is, and will be” (Enoch 62). Portraying Black women as dignified, secretaries extolled a virtue and prosperity that was historically unavailable to African Americans. While much meeting minute space in the early years is taken up by pleasantries and seemingly superfluous domestic details, these rhetorical moves complicate popular characterizations of Black women at the time. Elizabeth McHenry warns against a “limited vision of the black middle and upper classes as assimilationist or accommodationist,” which oversimplifies the complexity of their actions” (17). The TMSG in its very existence—as an alternative to integrated clubs—challenged other Durham women’s clubs that were not welcoming to Black members. In documenting their work, club secretaries advanced counterpublic memories that unsettled simplified, unsophisticated, and racist representations of Black women 

Privileging Local Civil Rights History 

The TMSG meeting minutes exemplify members’ engagement in ongoing civil rights debates and dedication to documenting local history. The club interacted with prominent local intellectuals and civil rights activists as invited guest speakers. For example, in October 1966, the club hosted a talk, “The Negro in Civil Rights—Emergence of Black Power,” with surgeon and activist Charles Watts (husband of club member Constance), civil rights leader and President of North Carolina College Alphonso Elder, and activist Howard Fuller. The minutes describe that each man spoke and a brief discussion and question and answer period followed. Many guest speakers were professors at Durham’s HBCU, North Carolina College (now called North Carolina Central University). Music professor Earl Allen Sanders spoke about the history of the opera (1964); philosophy professor Ernst Manasse, who fled Nazi Germany and was the first permanent white faculty member at NCC, gave a talk, “The Disturbed Modern World and Existentialism” (1967); and Earlie Thorpe, a leading scholar of African American history, discussed history and psychology (1968). Guest speakers illustrate a multidisciplinary approach to the study of civil rights and Black experience, privileging both academic and community perspectives.  

Including reminders in the minutes, secretaries prepared the club for serious engagement with intellectuals and activists. When local civil rights activist and lawyer Floyd McKissick was coming to speak to the club, Delores wrote, “Members were urged to prepare some meaty and meaningful questions in advance for Mr. McKissick so we would not waste his time” (15 September 1964). This directive reflects meticulous planning and investment in the topic. Even though many guest speakers were in the same social circles as club members (Anderson; Vann), TMSG members formalized their discussions through club presentations and records.  

Records of current event discussions also illustrate participation in local civil rights debates. While some entries are spare on details—“the group engaged in a half-hour discussion of current events” (9 Oct. 1968)—others include the topics discussed (e.g., Alabama Governor George Wallace ignoring the federal order to integrate schools in Birmingham, the Israeli-Arab conflict, religious conflict in Ireland, or Jackie Onassis’ spending). The November 1968 entry includes a thorough description:  

The first question posed was What do we think of the use of children by activists? The consensus appeared to be that education is being lost and that children, unfortunately, are bearing the brunt of the burden. Other topics discussed were the Afro trend in hairstyling and the series of articles by Dr. Helen G. Edmonds that appeared recently in the Sunday Herald. 

This array of topics indicates a systemic approach to civil rights, ranging from protests to beauty standards to local newspaper editorials. Edmonds’ five-article series, “The Crisis in Race Relations,” examines the “racial plagues”—segregation and discrimination—that followed the civil war (Edmonds). Dean of the Graduate School at NCC, Edmonds situates Black experience historically, covering topics like lack of opportunity, white privilege, Black leadership, and protest. She offers eight solutions in her final column that emphasize “constructive interracial action” on local levels, including democratic dialogue and revised history books (Edmonds). Discussion of this series would inspire a complicated consideration of the causes and manifestations of racism. Including the details of current event discussions, secretaries portrayed a nuanced and situated study of civil rights. 

Negotiating Rhetorical Situations  

Above all else, the meeting minutes reveal a complex rhetorical negotiation for secretaries writing for multiple audiences. This negotiation is most evident when secretaries “self-historicize” (Gere), addressing the concerns of contemporaneous members and a future, broader audience, through practices like using innuendo, giving compliments, using their own voice/style, and referencing club labor. With lighthearted insinuation, secretaries boost members in the immediate moment and create a cordial picture for future audiences. For example, at the May 13, 1969 meeting, Minnie wrote, “During the first half hour there was a lively and very informal discussion of light current topics.” The adjectives in this sentence subtly allude to amusement or even gossip—a friendly and comfortable scene before the club moves onto its study topic for the day.  

Documenting the affective and embodied, secretaries showed the importance of remembering members’ friendship and joy. Similarly, thankful comments expressed gratitude. At lunch following an outing to the Duke gardens, Minnie described, “All of us were instructed to order from the menu whatever we preferred. It was a delightful occasion. Everyone present expressed her appreciation to Barbara for her kind hospitality” (8 April 1969). Here, Minnie documents TMSG member Barbara’s generosity in paying for the meal, reinforcing a culture of generosity and appreciation. Secretaries frequently incorporated compliments within the minutes, demonstrating comradery and fellowship. In nearly every entry, the secretary describes what the host served (e.g., “repast,” “luncheon buffet,” “salad course,” or “covered dish supper”) and a valuation of it, often “delicious” or “delightful.” Less frequently, compliments extend to the members’ presentations of material, e.g. describing an “excellent review” or a “quite educational, interesting, and uniquely done” presentation. Admiration has multiple purposes—increasing comradery in the present and documenting graciousness for the future. 

Some secretaries also used humor or a playful tone, entertaining contemporary audiences and adding complexity for future audiences. The September 1964 entry is one of just a handful of these examples from the ‘60s minutes, wherein Delores transcended genre conventions in a number of ways:  

After a very delicious lunch, served by Barbara (who didn’t eat a bite on account of her strict diet) Louise read an article from The Ladies Home Journal, The Answering Voice, which was a short biographical sketch of five real kooky women poets (contemporary). The article even referred to them as odd balls. But for the sake of culture we should call them eccentric females . . . Real juicy and entertaining!  

Within a genre intended to document only actions, these few moments of subjectivity provide a glimpse into the material and embodied lives of club members. Noting Barbara’s strict diet, Delores expresses empathy and perhaps even praise for her self control. With her quip about “culture,” Delores acknowledges its social construction or even critiques concurrent notions of “cultured,” as clubwomen frequently did (McHenry 228). The exclamation of “real juicy and entertaining” offers a hint of salacious material and discussion, in stark contrast to the otherwise impartial club persona presented in the meeting minutes. From the article description to the intimation of gossip, current readers can imagine members and the thrill of discussing material considered taboo. While members likely found this entry amusing at the time, for future audiences, the entry reveals insight and intimacy (Gere).  

Another example illustrates vulnerability and encouragement. At the 1964 Christmas party, Delores wrote, “Barbara played the organ—with Josephine playing the base pedals because Barbara ‘couldn’t practice enough ahead of time to feel confident about the base pedals,’ she said. Naturally, she played beautifully—and no one would have criticized her even had she goofed a little on the base—but that’s good ole Barbara, shy girl that she is.” Here, Delores documents her response to Barbara’s self-consciousness, offering reassurance and affectionately referring to her as “good ole Barbara.” When these minutes are likely read aloud for approval at the next meeting, it reminds Barbara and other members that this is not a space of high expectation or judgment. For future audiences, this entry recognizes embodied nerves and embarrassment but also portrays affection and unconditional support among TMSG members.  

Calling attention to the importance of the role, secretaries also occasionally acknowledged their labor in the minutes, by praising a job well done or leaving absences in the record. In the November 1968 entry, following reading and approval of minutes, Minnie wrote, “Elna asked that the word ‘glowing’ be used to describe the minutes. The secretary thanked her for her kind appraisal.” Through this endorsement and celebration of the secretary’s talents, members value Minnie’s work, implicitly encouraging future minutes to follow her standard, which included more extensive descriptions of topics studied. As the club progresses, entries grow in specifics and length, exhibiting the influence secretaries had on evolving practices of self-historicizing. Another more playful discussion of labor comes from the May 1964 entry (see fig. 3), wherein secretary Louise wrote, “I was away / Hurray.” Delores wrote below: “Will never know what happened now—But we DID have a meeting—So there!” This exchange notes the significance of the secretary’s role in documenting the work of the club, along with the friendship within it, as members tease each other. For current audiences, a sense of intimacy emerges from the lightheartedness and vulnerability that slips through the otherwise “objective” voice of secretaries—a glance at the fullness of members’ lives. In many ways, the TMSG minutes exemplify the multifaceted work of club literacy practices detailed in Gere’s research.

Figure 3: Image of a TMSG meeting entry from May 1964. It reads “I was away Hurray! [signed] Louise” and “Will never know what happened now—But we DID have a meeting—So there! [signed] D.” (Tuesday Morning Study Group, Record of Meetings).

Figure 3: Image of a TMSG meeting entry from May 1964. It reads “I was away Hurray! [signed] Louise” and “Will never know what happened now—But we DID have a meeting—So there! [signed] D.” (Tuesday Morning Study Group, Record of Meetings).

Remembering Rhetorically  

The TMSG is a captivating example of social organizing among Black women in 1960s Durham. As an alternative to integrated women’s clubs, the TMSG was established specifically for Black women to study and discuss their own concerns, including multidisciplinary and local to international approaches to civil rights. Mostly working within the confines of the meeting minute genre, secretaries leveraged their agency to self-historicize, affirm members’ dignity, engage with the local Civil Rights Movement, and counter hegemonic representations of Black women. The influence of race should not be overlooked in feminist memory methodologies that “interrogat[e] the dynamic relationships among rhetoric, gender, and history” (Enoch 60). While race has always played a significant role in women’s clubs (Gere), it has not always been scrutinized in scholarship on clubwomen, and Black women’s clubs during the civil rights era have received little critical attention. Clubs like the TMSG coalesced around the study of Black academic and cultural contributions, despite the racist paradoxes of the time: though affluent and well-educated, club members couldn’t eat at Durham’s popular lunch counter and sent their children to segregated schools. Feminist memory methodologies provide a fruitful avenue for studying the rhetorical practices, complexities, and successes of the TMSG and similar civil rights era clubs.  

Meeting minutes underscore remembering as rhetorical and pose intriguing questions for feminist memory studies. An often hidden and obscure process, remembering is somewhat structured in meeting minutes that showcase the purposeful creation of memories, building contemporaneous identity and history. Methodologies of remembering narrow our focus to the rhetorical practices that produce texts rather than just the texts themselves. Malea Powell et al. assert, “in the discipline of rhetoric studies, often, human practices become objects of study that are reduced to texts, to artifacts, to objects, in a way that elides both makers and systems of power. (Act III, Scene 2). This historical case study foregrounds the human practices—inventing identity, composing counterpublic memories, privileging local civil rights history, and negotiating multiple audiences—that sustained and invigorated the TMSG during the volatilities of Jim Crow. Through their rhetorical remembering, the TMSG left behind a record of intellectual curiosity, community investment, joy, support, and pursuit of civil rights.  

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