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    Poch[@]teca: Rhetorical Strategies of a Chican@ Academic Identity

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    Author
    Medina, Cruz N.
    Issue Date
    2013
    Keywords
    Ethnic Studies
    HB 2281
    pocho
    pochteca
    Twitter
    Rhetoric, Composition & the Teaching of English
    dichos
    Advisor
    Baca, Damián
    
    Metadata
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    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Embargo
    Release after 25-Apr-2014
    Abstract
    This dissertation addresses the rhetoric of deficiency that frames Latina/o students as lacking with regard to education. This dissertation begins by examining the cultural deficit model entrenched in colonial narratives of history that justify unequal access to resources in the US. I argue that the reimagining of the pejorative trope of 'pocho' by reconnecting it with its etymological root pochteca provides a trope of resistance to deficiency rhetoric, and a trope that embodies rhetorical strategies for Latina/o students navigating academic institutions. Additionally, this dissertation furthers the advocacy of culturally relevant reading and writing assignments and practices, while at the same time arguing that the discursive productions responding to culturally relevant writing demonstrate rhetorical strategies. The analysis of a student publication that responds to and integrates dichos provides a site of analysis where students identify rhetorical strategies that help them navigate obstacles related to education. The use of Twitter by a predominantly Latina/o summer bridge program provides an additional site of analysis where the writing of students in digital spaces allows them to perform latinidad, and create support networks that help them succeed in school. The pedagogical chapter of this dissertation analyzes the Arizona House Bill 2281 and the rhetoric that frames the Tucson Unified School District's Mexican American Studies program as racist and anti-American; following this analysis come suggestions for incorporating culturally relevant aspects of the TUSD MAS curriculum into rhetoric and composition curriculum.
    Type
    text
    Electronic Dissertation
    Degree Name
    Ph.D.
    Degree Level
    doctoral
    Degree Program
    Graduate College
    Rhetoric, Composition & the Teaching of English
    Degree Grantor
    University of Arizona
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