Rhetoric Review Oct 2002

Debating Both Sides: What Nineteenth-Century College Literary Societies Can Teach Us about Critical Pedagogies

B. Evelyn Westbrook

Abstract

Nineteenth-century college literary and debating societies, which required at least some students to publicly question dominant ideologies and the status quo, offer a potentially rich historical analogy to some of today's critical pedagogies. Using archival evidence from the Clariosophic Society of South Carolina College, the author points out the limitations of using certain kinds of agonism, specifically pro-con debate, to achieve the goals of critical pedagogies.

Journal
Rhetoric Review
Published
2002-10-01
DOI
10.1207/s15327981rr2104_2
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Citation Context

Cited by in this index (3)

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    “Resolved That the Mind of Woman Is Not Inferior to That of Man”: Women's Orato…
    Advances in the History of Rhetoric
  2. Roberts‐Miller (2005)
    Robert Montgomery bird and the rhetoric of the improbable cause
    Rhetoric Society Quarterly
  3. Roberts-Miller (2005)
    When Agonism is Agony
    Advances in the History of Rhetoric

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