This article emphasizes time’s effects on student resistance. Drawing on kairos and chronos, the authors argue that when teachers perform ideological neutrality is at least as significant as whether or how they do so. They explore their own temporal approaches to two pedagogical ecologies: first-year composition and an upper-level feminist rhetorics course.

This essay introduces the archive created by the Rhetoric Society of America (RSA)’s Oral History Initiative. The archive consists of 21 audio interviews recorded at the 2018 RSA conference, transcripts of those interviews, and miscellaneous supplementary materials. Recorded on the occasion of RSA’s fiftieth anniversary, the interviews feature long-time RSA members, past and present officers and board members, and those who were otherwise a part of key moments in the society’s history. The essay’s authors explore the contents of the interviews, emphasizing three key terms frequently invoked by the interviewees themselves: interdisciplinarity, intimacy, and inclusivity. The authors also provide instructions for accessing the archival materials and invite readers to make use of them.

This article positions the progymnasmata, an ancient sequence of rhetorical exercises, as a rich resource for contemporary scholarship on rhetoric and sound. Drawing on work at the intersection of rhetoric and sound studies as well as scholarship that repurposes ancient rhetorical concepts to study digital media, I argue that refiguring the progymnasmata can significantly expand rhetorical studies of digital sound. I ground my argument in podcasts, a popular sonic medium that has garnered attention in rhetoric and writing scholarship, ending with a series of six exercises designed to help students learn to make podcasts.

Abstract This article pursues an antihermeneutic conception of Socratic irony that troubles the borders between pedagogical authority and humility. One of the most tenacious ways of troping the teacher-student relation, Socratic irony is often figured as a way for a masterful teacher to exercise authority over a student. Drawing on the writings of Søren Kierkegaard and Avital Ronell, this article repositions such irony as an uncontrollability in language itself—one that can humble and humiliate teacher and student alike. Via divergent readings of Plato's Gorgias and Aristophanes' Clouds, as well as Bruno Latour's interpretation of the former, I question how this approach to Socratic irony might re- and unwork rhetoricians' positions of mastery with regard to both students and systematized bodies of knowledge.

Teaching delivers signs. The teaching body produces … signs, or more precisely, signifiers supposing the knowledge of a prior signified. … Every university puts language in a position of belatednes...