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'Let Me Lock It Up': A Rhetorical Exploration of Identity and an Emergent Counterpublic Within the YouTube Beauty Community
Title
'Let Me Lock It Up': A Rhetorical Exploration of Identity and an Emergent Counterpublic Within the YouTube Beauty Community.
Creator
Street, Rachel, Edwards, Dustin, Wheeler, Stephanie, Pinkert, Laurie, University of Central Florida
Abstract / Description
In light of calls to study digital composition outside of school-based domains (e.g. Yancey), this project specifically explores a counterpublic in the YouTube beauty community that has arisen in response to the encroachment of and attempts to institutionalize the space. Utilizing iconographic tracking and rhetorical analysis, this study illuminates a network of discourse geared toward a more responsible and educated consumption of makeup and participation within the beauty community. This...
Show moreIn light of calls to study digital composition outside of school-based domains (e.g. Yancey), this project specifically explores a counterpublic in the YouTube beauty community that has arisen in response to the encroachment of and attempts to institutionalize the space. Utilizing iconographic tracking and rhetorical analysis, this study illuminates a network of discourse geared toward a more responsible and educated consumption of makeup and participation within the beauty community. This study found that within the beauty community, a counterpublic has formed in response to a more commodified, product-centered public sphere that has dominated the space and is most associated with well-known YouTube channels. As a result, many in the (")community(") exhibit dialogue that hints at a fracturing between an (")us(") and (")them(") mentality and find difficulty identifying with the current state of the space. In response, the discourse of the counterpublic(-)which promotes utilizing products you already own, focusing on more creative and original content, and influencers being true to their identities(-)is shared and circulated through tags like (")The Beauty Community Tag(") or (")The Truthful YouTuber Tag.(") This research space is of particular interest for the writing and rhetoric field because many young adults seek to enter this space as a career or creative outlet. As a result, it is crucial that we, as teachers and scholars, understand the rhetoric present within the community and the implications it has for composition practices and real-world bodies. This study illuminates one current discourse network aimed at an anti-consumerist participation in the community.
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Date Issued
2019
Identifier
CFE0007728, ucf:52435
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007728
Neither Teacher nor Scholar: Identity and Agency in a Graduate Teacher's Life
Title
Neither Teacher nor Scholar: Identity and Agency in a Graduate Teacher's Life.
Creator
Pierson, Caitlin, Wheeler, Stephanie, Edwards, Dustin, Scott, Blake, University of Central Florida
Abstract / Description
This thesis examines how graduate student teachers (GTA's) employ agency in order to establish and perform professional identities. Understanding agency as interactional, performative, and acting in a way (")unintended by power(") (Butler, 1997, p. 15), this thesis examines the spatial practices and performances of a graduate student teacher through a mixed methods approach combining video recordings with autoethnography.This project begins by using Lefebvre's (1991) social imaginary to...
Show moreThis thesis examines how graduate student teachers (GTA's) employ agency in order to establish and perform professional identities. Understanding agency as interactional, performative, and acting in a way (")unintended by power(") (Butler, 1997, p. 15), this thesis examines the spatial practices and performances of a graduate student teacher through a mixed methods approach combining video recordings with autoethnography.This project begins by using Lefebvre's (1991) social imaginary to examine the potent arguments being made to and about GTA's from their shared office, using visual rhetorical analysis to examine how this space communicates ideas of identity and place that work at rhetorical purposes counter to the performances GTA's are employing within that space. Exploring how GTA's respond to the social imaginary within space, this thesis conducts an analysis of the tactics employed, using De Certeau (1984) as a framework. Graduate student teachers use spatial practices and performances to make do with the space and the power allotted to them; however, they employ key tactics such as altering body position and vocal tone to turn interactions with students and with each other into dynamic moments for the production of agency.Finally, this thesis argues that, while GTA's use tactics and spatial practices to negotiate the performances and spaces allotted to them, their agency is temporal and limited. Departmental investment in relationships with GTA and integrating them further into the life of the department through apprenticeship can bolster the tenuous agency of the GTA.
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Date Issued
2018
Identifier
CFE0007235, ucf:52232
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007235