NCA Focus on Communication Studies – serie

The Twitter Presidency explores the rhetorical style of President Donald J. Trump, attending to both his general manner of speaking as well as to his preferred modality. Trump’s manner, the authors argue, reflects an aesthetics of white rage, and it is rooted in authoritarianism, narcissism, and demagoguery. His preferred modality of speaking, namely through Twitter, effectively channels and transmits the affective dimensions of white rage by taking advantage of the platform’s defining characteristics, which include simplicity, impulsivity, and incivility. There is, then, a structural homology between Trump’s general communication practices and the specific platform (Twitter) he uses to communicate with his base. This commonality between communication practices and communication platform (manner and modality) struck a powerful emotive chord with his followers, who feel aggrieved at the decentering of white masculinity. In addition to charting the defining characteristics of Trump’s discourse, The Twitter Presidency exposes how Trump’s rhetorical style threatens democratic norms, principles, and institutions.

This book examines key issues at the intersection of education and technology by addressing the question that most educators face—how do we use technology to engage students in the learning process and enhance learning?Problematizing the view that technology is the default solution to a host of problems facing education, while also recognizing that technology has an important place in a variety of education levels, the book provides readers with clear insights on technology and learning from a variety of perspectives from communication studies, education, and related disciplines.This volume is an essential read for scholars and teachers working in the area of elementary education. It will also be of interest to academics working in the area of education, postsecondary education, and learning and can be used as an ancillary text in graduate-level seminars.

The Twitter Presidency explores the rhetorical style of President Donald J. Trump, attending to both his general manner of speaking as well as to his preferred modality. Trump’s manner, the authors argue, reflects an aesthetics of white rage, and it is rooted in authoritarianism, narcissism, and demagoguery. His preferred modality of speaking, namely through Twitter, effectively channels and transmits the affective dimensions of white rage by taking advantage of the platform’s defining characteristics, which include simplicity, impulsivity, and incivility. There is, then, a structural homology between Trump’s general communication practices and the specific platform (Twitter) he uses to communicate with his base. This commonality between communication practices and communication platform (manner and modality) struck a powerful emotive chord with his followers, who feel aggrieved at the decentering of white masculinity. In addition to charting the defining characteristics of Trump’s discourse, The Twitter Presidency exposes how Trump’s rhetorical style threatens democratic norms, principles, and institutions.

This book explores the discourse and rhetoric that resists and opposes postsecondary prison education. Positioning prison college programs as the best method to truly reduce recidivism, the book shows how the public – and by extension politicians – remain largely opposed to public funding for these programs, and how prisoners face internal resistance from their fellow inmates when pursuing higher education.Utilizing methods including critical rhetorical history, media analysis, and autoethnography, the author explores and critiques the discourses which inhibit prison education. Cultural discourses, echoed through media portrayal of prisoners, produce criminals as both subhuman and always-already a threat to the public. This book highlights the history of rhetorical opposition to prison education; closely analyzes how convictism, prejudicial and discriminatory bias against prisoners, blocks education access and feeds the prison-industrial-complex an ever-recycled supply of free prison labor; and discusses the implications of prison education for understanding and contesting cultural discourses of criminality.This book will be an important reference for scholars, graduate students, and upper-level undergraduates in the fields of Rhetoric, Criminal justice, and Sociology, as well as Media and Communication studies more generally, Politics, and Education studies.

This book explores the discourse and rhetoric that resists and opposes postsecondary prison education. Positioning prison college programs as the best method to truly reduce recidivism, the book shows how the public – and by extension politicians – remain largely opposed to public funding for these programs, and how prisoners face internal resistance from their fellow inmates when pursuing higher education.Utilizing methods including critical rhetorical history, media analysis, and autoethnography, the author explores and critiques the discourses which inhibit prison education. Cultural discourses, echoed through media portrayal of prisoners, produce criminals as both subhuman and always-already a threat to the public. This book highlights the history of rhetorical opposition to prison education; closely analyzes how convictism, prejudicial and discriminatory bias against prisoners, blocks education access and feeds the prison-industrial-complex an ever-recycled supply of free prison labor; and discusses the implications of prison education for understanding and contesting cultural discourses of criminality.This book will be an important reference for scholars, graduate students, and upper-level undergraduates in the fields of Rhetoric, Criminal justice, and Sociology, as well as Media and Communication studies more generally, Politics, and Education studies.

This book examines key issues at the intersection of education and technology by addressing the question that most educators face—how do we use technology to engage students in the learning process and enhance learning?Problematizing the view that technology is the default solution to a host of problems facing education, while also recognizing that technology has an important place in a variety of education levels, the book provides readers with clear insights on technology and learning from a variety of perspectives from communication studies, education, and related disciplines.This volume is an essential read for scholars and teachers working in the area of elementary education. It will also be of interest to academics working in the area of education, postsecondary education, and learning and can be used as an ancillary text in graduate-level seminars.

This book examines the work of the public relations, technology, and legal professionals who provide online “reputation management” services, situating their work within contemporary debates about regulating speech on the internet.The author argues that legal solutions like the European “Right to Be Forgotten” are not really possible in the United States, but that the private solutions of reputation management help to ameliorate novel concerns about reputation. At the same time, he contends that these practices prompt different free speech and dignitary concerns unique to the digital environment. Drawing upon rhetorical and legal analysis of diverse texts, including reputation management promotional materials, interviews with practitioners, legal cases, and popular online commentary about reputational disputes themselves, the book intervenes in specific debates about the regulation of the internet, as well as broader socio-legal debates about the role of reputation-damaging speech in a democratic society.This timely and relevant study will have great relevance for all students and scholars of communication studies, public relations, rhetoric, new and digital media, internet law, technology and society, computer-mediated communication, and sociology.