Table of Content
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Front Matter
Acknowledgments
Introduction. Beyond Pluralism in Research Methods and Methodology, Ashley J. Holmes and Elise Verzosa Hurley
DOI: 10.37514/PER-B.2024.2180.1.3
Part 1. Revising Method/ologies Over Time
Chapter 1. Toward a Queer Validity: Delighting in the Messy Methods of Writing Research, Stephanie West-Puckett and William P. Banks
DOI: 10.37514/PER-B.2024.2180.2.01
Chapter 2. Deliberative Drifting Over Time: A Critical Reflection on Designing Social Media Methods for Longevity, Sarah Riddick
DOI: 10.37514/PER-B.2024.2180.2.02
Chapter 3. Voicing Transfer: Examining Race, Identity, and Student Learning, Crystal VanKooten
DOI: 10.37514/PER-B.2024.2180.2.03
Part 2. Resisting Method/ological Definitions and Norms
Chapter 4. Revising Textile Publications: Challenges and Considerations in Tactile Methods, Sonia C. Arellano
DOI: 10.37514/PER-B.2024.2180.2.04
Chapter 5. Messy Language, Messy Methods: Beyond a Translingual “Norm,” Jerry Won Lee
DOI: 10.37514/PER-B.2024.2180.2.05
Part 3. Rethinking Method/ological Dispositions
Chapter 6. Embracing the Potentials and Navigating the Pitfalls of Interdisciplinary Method/ologies, Meagan E. Malone
DOI: 10.37514/PER-B.2024.2180.2.06
Chapter 7. Shifting Method/ologies: My Journey with Countermapping, April O’Brien
DOI: 10.37514/PER-B.2024.2180.2.07
Chapter 8. Doing, and Undoing, Qualitative Research: A Story of Theory, Method, and Failure, Stephanie Abraham
DOI: 10.37514/PER-B.2024.2180.2.08
Part 4. Reconstructing Method/ological Tenets
Chapter 9. Risky Projects and Researcher Well-Being: Locating New Methodological Traditions in Rhetoric and Writing Studies, Bridget Gelms
DOI: 10.37514/PER-B.2024.2180.2.09
Chapter 10. What We Thought We Knew: Snapshots Along the Development of a Cultural Rhetorics Methodological Philosophy, Aja Y. Martinez
DOI: 10.37514/PER-B.2024.2180.2.10
Contributors
About the Editors
Ashley J. Holmes is Professor of English and Interim Director of the Center for Excellence in Teaching, Learning, and Online Education (CETLOE) at Georgia State University. She teaches undergraduate and graduate courses in composition theory and pedagogy, research methods, public and visual rhetoric, writing program administration, and digital writing and production. Her recent research explores student writing beyond the university, best practices for curriculum development and program design, and experiential and place-based pedagogies. Her first book Public Pedagogy in Composition Studies (2016) was published through the Conference on College Composition and Communication’s Studies in Writing and Rhetoric Series, and her work has also appeared in College English, Composition Forum, English Journal, Community Literacy Journal, Reflections, Kairos, and Ubiquity, as well as several edited collections. She serves as managing co-editor of Composition Forum. Her monograph Learning on Location: Place-Based Approaches for Diverse Learners in Higher Education was published by Routledge in 2023.
Elise Verzosa Hurley is Associate Professor of Rhetoric, Composition, and Technical Communication at Illinois State University, where she teaches graduate and undergraduate courses in rhetorical theory, technical communication theory and pedagogy, multimodal composition, feminist rhetorics, and visual/spatial rhetorics. She is also the editor of Rhetoric Review. Her scholarship has been published in Technical Communication Quarterly, Kairos, Res Rhetorica, and various edited collections.
Perspectives on Writing
Series Editors: Rich Rice, Texas Tech University, and J. Michael Rifenburg, University of North Georgia
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Copyright © 2024 Ashley J. Holmes and Elise Verzosa Hurley and the authors of individual parts of this book. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 International License. 208 pages, with notes, figures, and bibliographies. This book is available in print from University Press of Colorado as well as from any online or brick-and-mortar bookstore. Available in digital format for no charge on this page at the WAC Clearinghouse. You may view this book. You may print personal copies of this book. You may link to this page. You may not reproduce this book on another website. For permission requests and other questions, such as creating a translation, please contact the copyright holder.
The contributors to Learning from the Mess: Method/ological Praxis in Rhetoric and Writing Studies argue that there’s much to be learned from the messiness of research contexts. In so doing, they highlight the value of revisiting and reflecting on research methods and methodologies with two primary goals in mind: to shed light on the processes commonly elided between research design and publication and to make explicit that the method/ologies we use in our research require praxis. Learning from the Mess features ten chapters that challenge readers to rethink and reflect on their own method/ological choices in the past and to envision new possibilities for future research designs. Each contributor connects their reflections to one or more paired reading(s) they had previously published.