How does rhetorical education need to be transformed, given that it has historically been linked—as DeLuca rightly observes—to models in which rhetoric is defined narrowly as “civil, reasoned, verbal discourse” (14)? What would rhetorical education look like if it were reconfigured to prepare citizens to deploy image events as legitimate forms of public sphere participation? What if, alongside more traditional essays and themes, first-year college students (for instance) were asked not only to analyze but to produce image events?
This chapter uses the image event to explore a pedagogy of visual activism.
