This book studies the role of rhetoric in the expansive movement for global higher education in U.S. colleges and universities. Drawing on an analysis of how discourses of security, economy, and ethics shape the rhetoric of global higher education, as well as that of its populist and nationalist critics, the author argues for an understanding of global higher education as a site of rhetorical conflict over visions of students as citizens. In doing so, the work advances the project of transnational rhetorical education, a theoretical and pedagogical project that can foster forms of rhetorical inquiry, performance, and ethics that equip students to pursue transnational forms of civic engagement, belonging, and resistance. This book will be of interest to scholars and students in the fields of rhetoric and composition studies, communication, and education, as well as to faculty and administrators working in global higher education or internationalization programs.

Provides pedagogical strategies for teaching globally engaged rhetoric and fostering an understanding of global citizenship Draws on literature from global higher education programs and initiatives Uses practical examples from classes and several cross-cultural writing and rhetoric projects

Autorentext
Christopher Minnix is Assistant Professor of English at the University of Alabama, Birmingham, USA, where he also serves as Director of Freshman Composition. He has published work in The Journal of Basic Writing, Literacy in Composition Studies, and Composition Forum.

Inhalt
Chapter 1 Introduction: Rhetorical Education and Global Higher Education in an Age of Precarity.- Chapter 2 Global Higher Education and the Production of Global Citizenships.- Chapter 3 Making Room for Rhetoric in the Global Curriculum.- Chapter 4 Seeing Precarity: Rhetorical Citizenship, Global Images, and Rhetorical Ethics in the Global Classroom.- Chapter 5 Dwelling in the Global: Rhetorical Education, Transnational Rhetorical Ecologies, and the Locations of the Global.- Chapter 6 Conclusion: Rhetorical Education and the Local Production of Global Higher Education.