Langston University: A History of Transformative Rhetorics at Oklahoma's Only HBCU, 1960-1970

Ross, Cindy

Langston University: A History of Transformative Rhetorics at Oklahoma's Only HBCU, 1960-1970

dc.contributor.advisor	Kates, Susan
dc.contributor.author	Ross, Cindy
dc.contributor.committeeMember	John, Catherine
dc.contributor.committeeMember	Kurlinkus, William
dc.contributor.committeeMember	Banks, Adam
dc.contributor.committeeMember	Askew, Rilla
dc.contributor.committeeMember	Edwards, Kirsten
dc.date.accessioned	2021-08-05T20:34:50Z
dc.date.available	2021-08-05T20:34:50Z
dc.date.issued	2021-08-05
dc.date.manuscript	2021-07-27
dc.description.abstract	This project presents a history of rhetoric and writing instruction at Langston University, Oklahoma's only HBCU, from 1960-1970. It details the liberatory pedagogies practiced by Langston professors during the civil rights and Black protest eras. Teachers offered students a liberatory, activist rhetorical education through a race centered curriculum. A rhetorical education focused on reading, writing, and civic duties. Community also played an important role in meeting the needs of the whole student, and this often meant financial support from the community. An ethic of care and trust characterized a Black liberatory rhetorical education at Langston in the 1960s. Liberating and transformative pedagogies reached beyond skills based rhetorical approaches. Cultural literacy is important to meeting the needs of marginalized or underrepresented classes.	en_US
dc.identifier.uri	https://hdl.handle.net/11244/330229
dc.language	en	en_US
dc.subject	Langston	en_US
dc.subject	Rhetoric	en_US
dc.subject	Literacy	en_US
dc.subject	Pedagogy	en_US
dc.subject	Marginalized	en_US
dc.thesis.degree	Ph.D.	en_US
dc.title	Langston University: A History of Transformative Rhetorics at Oklahoma's Only HBCU, 1960-1970	en_US
ou.group	College of Arts and Sciences::Department of English	en_US