Apparent Feminist Pedagogies Interrogating Technical Rhetorics at Illinois State University

Abstract

This curriculum showcase introduces apparent feminist pedagogies and reports on their use in a technical rhetorics course at Illinois State University. I describe the exigence for apparent feminist pedagogies, which seek to recognize and make apparent to students the urgent and sometimes hidden need for feminist critique of technical texts, and I offer a theoretical rationale supporting apparent feminist pedagogies. Finally, I critically reflect on my own experience enacting one possible iteration of apparent feminist pedagogy in hopes that readers might see how such an approach can enhance the efficiency with which technical communicators (including instructors) reach diverse audiences.