Abstract
This chapter concludes by calling on rhetorical scholars and educators to pursue two key collaborative projects—a project of institutional research and critique that draws on their collective rhetorical knowledge and resources to critically interrogate the questions and motives of global higher education, and a project of curricular research that examines the role rhetoric, communication, and composing play in courses on global issues that are taught across the curriculum. The chapter calls for these collaborative projects as a local means toward making room for rhetorical education in the rapidly globalizing curriculum of US colleges and universities.
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Notes
- 1.
For example, the mission of the University of Arizona’s Aerospace/Defense/Homeland Security Program is described on the program’s website as follows: “At the UA, our scientists are dedicated to protecting the United States. Research endeavors that focus on homeland security, defense, and aerospace permeate all corners of the institution, ensuring that we meet the strategic needs of our country.”
- 2.
See also David Harvey’s Cosmopolitanism and the Geographies of Freedom for a discussion of disciplinarity, politics, and colonialism.
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Minnix, C. (2018). Conclusion: Rhetorical Education and the Local Production of Global Higher Education. In: Rhetoric and the Global Turn in Higher Education. Rhetoric, Politics and Society. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-71725-8_6
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