Date of Award

5-2015

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Legacy Department

Rhetorics, Communication, and Information Design

Advisor

Victor J. Vitanza

Committee Member

Stephanie Barczewski

Committee Member

Cynthia Haynes

Committee Member

Beth Lauritis

Abstract

In the following work I create and define the parameters for a specific form of humorous parody. I highlight specific problematic narrative figures that circulate the public sphere and reinforce our serious narrative expectations. However, I demonstrate how critical public pedagogies are able to disrupt these problematic narrative expectations. Humorous parodic narratives are especially equipped to help us in such situations when they work as a critical public/classroom pedagogy, a form of critical rhetoric, and a form of mass narrative therapy. These findings are supported by a rhetorical analysis of these parodic narratives, as I expand upon their ability to provide a practical model for how to create/analyze narratives both inside/outside of the classroom. Because these parodic narratives serve as an impetus for creative inquiry, I focus specifically on the importance of humor and play within the classroom and within practices of self-narration.

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