Past biographies, histories, and government documents have ignored Alice Paul's contribution to the women's suffrage movement, but this groundbreaking study scrupulously fills the gap in the historical record. Masterfully framed by an analysis of Paul's nonviolent and visual rhetorical strategies, Alice Paul and the American Suffrage Campaign narrates the remarkable story of the first person to picket the White House, the first to attempt a national political boycott, the first to burn the president in effigy, and the first to lead a successful campaign of nonviolence.
Katherine H. Adams and Michael L. Keene also chronicle other dramatic techniques that Paul deftly used to gain publicity for the suffrage movement. Stunningly woven into the narrative are accounts of many instances in which women were in physical danger. Rather than avoid discussion of Paul's imprisonment, hunger strikes, and forced feeding, the authors divulge the strategies she employed in her campaign. Paul's controversial approach, the authors assert, was essential in changing American attitudes toward suffrage.
In a cultural moment when institutional repositories carry valuable secrets to the present and past, this collection argues for the critical, intellectual, and social value of archival instruction. Graban and Hayden and 37 other contributors examine how undergraduate and graduate courses in rhetoric, history, community literacy, and professional writing can successfully engage students in archival research in its many forms, and successfully model mutually beneficial relationships between archivists, instructors, and community organizations.
Combining new and established voices from related fields, each of the book’s three sections includes a range of form-disrupting pedagogies. Section I focuses on how approaching the archive primarily as text fosters habits of mind essential for creating and using archives, for critiquing or inventing knowledge-making practices, and for being good stewards of private and public collections. Section II argues for conducting archival projects as collaboration through experiential learning and for developing a preservationist consciousness through disciplined research. Section III details praxis for revealing, critiquing, and intervening in historic racial omissions and gaps in the archives in which we all work.
Ultimately, contributors explore archives as sites of activism while also raising important questions that persist in rhetoric and composition scholarship, such as how to decolonize research methodologies, how to conduct teaching and research that promote social justice, and how to shift archival consciousness toward more engaged notions of democracy. This collection highlights innovative classroom and curricular course models for teaching with and through the archives in rhetoric and composition and beyond.