Notes
183 Notes 1. The Profession of a Woman: Female Teachers, Marginalized Students, and Rhetorical Education 1. For more information on women’s transition to the classroom, see Jon Teasford,“TheTransformationofMassachusetts Education,1670–1780,” History of Education Quarterly 10.3 (1970): 287–307; Joel Perlmann, Silvana Siddali, and Keith Whitescarver, “Literacy among New England Women, 1730–1820,” History of Education Quarterly 37.2 (1997): 125–39; and Geraldine J. Clifford, “‘Lady Teachers’ and Politics in the United States, 1850–1930,” Teachers: The Culture and Politics of Work, ed. Martin Lawn and Gerald Grace (London: Falmer, 1987), 3–30.Formoreinformationconcerningthechangesintheeducationalscenethat enabled women’s presence in the classroom, see Lawrence Cremin, American Education: The National Experience, 1783–1876 (New York: Harper, 1980); Jessica Enoch, “A Woman’s Place Is in the School: Rhetorics of Gendered Space in Nineteenth-Century America,” College English 70.3 (2008): 275–95; and Suggs. 2. Although I use twenty-first-century terminology to refer to these students in the book’s title, throughout the text I will use the terms black to identify Child’s students, Indian to identify Zitkala-Ša’s, and Mexican to identify Idar’s, Peña’s, and Villegas’s, respectively. These defining terms are consistent with the ways in which these students and their teachers were identified in their time periods. 3. As Robert J. Connors, Lisa Ede, and Andrea Lunsford describe, a “rhetorical revival” had begun “in earnest” by the 1963 Conference on College Composition and Communication. At the conference, Edward Corbett, Wayne Booth, and Francis Christiansen presented on topics that combined concerns of rhetoric with those of composition—topics that would soon “transform the teaching of writing” (10). 4. Although Child and Zitkala-Ša could be considered relatively well-known nineteenth-century figures, they are not remembered for their pedagogical work. Twenty-first-century scholars investigate Child’s literary texts such as Hobomok (1824) or her antislavery tracts, most significant among them An Appeal in Favor of that Class of Americans Called Africans (1833). Today’s readers can also find Zitkala-Ša’s work in both the Heath and Norton anthologies of American literature. 5. Karen A. Foss, Sonja K. Foss, and Cindy L. Griffin include a chapter on Gloria Anzaldúa in their text Feminist Rhetorical Theories (London: Sage, 1999). Lisa A. Flores discusses the rhetorical work of Anzaldúa, Jo Carillo, Denise Chávez, Sandra Cisneros, and Cherrie Moraga in her essay “Creating Discursive Space through a Rhetoric of Difference: Chicana Feminists Craft a Homeland,” Quarterly Journal of Speech 82 (1996): 142–56. On historicizing Chicana feminism, see Jessica Enoch, “Para la Mujer: Defining a Chicana Feminist Rhetoric at the Turn of the Century,” College English 67.1 (2004): 20–37, and “Survival Stories: Writing Chicana Sterilization into Feminist Rhetorical History and Historiography,” Rhetorical Society Quarterly 35.3 (2005): 5–30. 6. Lomas is speaking specifically about Mexican women like Idar, Peña, and Villegas who were involved in Spanish-language presses during the early 1900s. 7. I borrow the phrase “teaching other people’s children” from the title of Delpit’s article. 8. See Paula Allen, “Symbol and Structure in Native American Literature: Some Basic Considerations,” CCC 24.3 (1973): 267–70; Elizabeth Cook, “Propulsives in Native American Literature,” CCC 24.3 (1973): 271–74; William Bevis, “American Indian Verse Translations,” CCC 35.6 (1974): 693–703; and Marjorie Murphy, “Silence, the Word, and Indian Rhetoric,” CCC 21.5 (1970): 356–63. 9. In addition to the scholars discussed here, Joyce Rain Anderson, Ellen Cushman, John Miles, and Whitney Myers are also researching and writing on Native American issues and concerns. 10. Will Kymlicka, Wayne Norman, Nick Stevenson, Bryan Turner, and Morris Young also discuss and define cultural citizenship. For further reading on this topic, see Will Kymlicka and Wayne Norman, eds., Citizenship in Diverse Societies (Oxford: Oxford UP, 2000); Nick Stevenson, “Culture and Citizenship: An Introduction,” Culture and Citizenship, ed. Nick Stevenson (London: Sage, 2001), 1–10; Bryan Turner, “Outline of a General Theory of Cultural Citizenship,” Stevenson 11–32; and Morris Young, Minor/Revisions: Asian American Literacy Narratives as a Rhetoric of Citizenship (Carbondale: Southern Illinois UP, 2004). 11. In composition studies, resistance is often linked with student resistance rather than teacher resistance (as it is in this study). For further reading on the kinds of resistance discussed in the field, see Andrea Greenbaum, ed., Insurrections : Approaches to Resistance in Composition Studies (Albany: SUNY P, 2001). 2. Revising Rhetorical...
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