Deconstructing speciesism in writing and rhetoric studies: A programmatic agenda

Autor

  • Cristina Hanganu-Bresch Saint Joseph's University

DOI:

https://doi.org/10.29107/rr2026.2.1

Słowa kluczowe:

pedagogiki retoryczna, retoryczne słuchanie, gatunkowizm, ekozofia

Abstrakt

Artykuł przedstawia propozycję programu badawczo-dydaktycznego mającego na celu odejście od antropocentrycznej perspektywy w jednym z obszarów akademii, który wciąż w znacznym stopniu opiera się wpływowi zwrotu ku zwierzętom (animal turn) w praktykach dydaktycznych – studiach nad pisaniem i retoryką. Zwierzęta pozaludzkie dysponują rozwiniętymi systemami komunikacji i wytwarzania znaczeń, które przekazują w ramach własnych kultur oraz rozwijają w nieustannym dialogu z innymi gatunkami, w tym z ludźmi. Jako badaczki i badacze zajmujący się edukacją językową oraz sztuką komunikacji możemy i powinniśmy wykorzystywać narzędzia retoryczne do demaskowania i przezwyciężania gatunkowizmu w przestrzeni dydaktycznej. Zaproponowana w artykule niegatunkowistyczna pedagogika retoryczna opiera się na czterech filarach: retorycznym słuchaniu (rhetorical listening), przeformułowywaniu gatunkowistycznych skryptów językowych, uznaniu zwierząt za podmioty sprawcze retorycznie oraz umieszczeniu ekozofii w centrum ludzkich i pozaludzkich praktyk retorycznych.

Pobrania

Statystyki pobrań niedostępne.

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Opublikowane

29-06-2026

Jak cytować

Hanganu-Bresch, Cristina. 2026. “Deconstructing Speciesism in Writing and Rhetoric Studies: A Programmatic Agenda”. "Res Rhetorica" 13 (2): 18-38. https://doi.org/10.29107/rr2026.2.1.