"What Wants to be Said (Out Loud)?: Octalogs as Alter/native to Hegemonic Discourse Practices"
Download PDF About the AuthorEric Reid Hamilton is earning his PhD in Rhetorics, Communication, and Information Design at Clemson University. His research interests are at the intersection of Rhetoric and Philosophy, ranging from ancient conceptions to digital inventions. When not exploring the endless opportunities afforded by reading, writing, and teaching, he enjoys taking part in anything active and outdoors. ContentsSilenced within the Confines of an Academic Paper Altering the Narrative or Narrating the Alternative Walking the Walk by Talking the Talk: Alternative Manifestations within a Weekly Doctoral Colloquia |
Walking the Walk by Talking the Talk: Alternative Manifestations within a Weekly Doctoral ColloquiaWithin the doctoral program of Rhetorics, Communication, and Information Design (RCID) at Clemson University, a formula somewhat similar to the original Octalog and each subsequent re/manifestation transpires on a weekly basis. Each Monday morning for over two and a half hours, a variety of symposium-like gatherings occur in a single location with attendance that is mandatory—or, at least, highly encouraged—for all doctoral students of the program (both residential and online), but particularly the first and second year cohorts. The events that fill up this allotted time, with minor variations, include a research forum with a faculty member from different departments—demonstrating the usefulness of cross- and transdisciplinary interaction(s)—throughout the university, offering a half-hour presentation on current works in progress. The second half of their presentation is dedicated to Q & A from doctoral students, as well as any faculty members who may attend. The setting is relatively formal, considering the work and preparation going into the forum, although there is an air of familiarity with honest feedback, clarification, and dialogue, which is often absent at more large-scale conferences. Following this intellectually stimulating starting point of each school week is a theory-criticism colloquium in which an RCID-affiliated faculty member, one who is appointed for the position in that particular academic year, leads a discussion based on an assigned reading—usually an academic article with an accompanying piece of biographical information pertaining to the author as well as background pertaining to the historical context surrounding the piece during its initial publication. There is relative freedom within this academic setting since there is not the added pressure of having to turn-in a written response or conduct an examination for a grade. Those types of standardized assessments usually promote narrow, nearly-prescriptive forms of hermeneutical investigations. Instead, the discussion includes questions posed throughout by the appointed faculty member, and then all students in attendance are granted nearly free rein to respond and discuss whatever matters happen to arise within the conversation, without the added weight of attempting to formulate the correct answer or response. A year of experience participating in these colloquia has already had a profound impact on my own scholarly training, and I have witnessed the stimulation and catalyzation for current and future academic undertakings for my colleagues. The reading lists offer a sampling of multiple perspectives and brilliant works that might otherwise be overlooked or that serve as extensions of the rigorous transdiciplinary RCID curriculum. It should be noted that the inclusion of RCID’s weekly colloquia is not intended to merely promote an individual institution or program, but rather to demonstrate a current manifestation of the Octalog process in action, carried out on a similar scale, yet with far more regularity, so that others may be inspired by this forum for their own institutional/scholarly purposes. The relatively formal setting of conversing with colleagues in a conference room offers an excellent venue for beginning and aspiring scholars to develop their academic voices through verbal modes. Additionally, there is a useful and welcomed oscillation between seriousness and play, as is explicitly evidenced with each alternating week assigned for a Games/Cinema Colloquium followed by a Student-Works-In-Progress, a companion piece of sorts to the faculty research forum, although what distinguishes this meeting time is its insistence on offering pragmatic insights, behind the curtain of the generally elusive maneuverings of academe, and refreshingly clear-cut advice for matters related to professionalization. Similarly to previous mentions of the Octaglogs as a checkpoint for scholars to check-in with one another, I have managed to remain (relatively) up-to-date on what faculty members at the university as well my colleagues are working on, which would otherwise be nearly impossible (at least, to the extent in which it currently transpires). Admittedly, doctoral students cannot read each and every word professors and fellow students in differing stages of the program have composed. After all, there are only so many hours in each day. Nevertheless, the Q & A portions of presentations and open-ended discussions—along with the inevitable conversing before, after, and during the breaks of each segment—related to the research interests and academic goals of my peers have naturally contributed greatly toward my own outlook and development. The significance of defending and perpetuating similar spaces and/or venues is reinforced by Janet M. Atwill: “Reflecting on more than two decades of these colloquies, I am impressed by two things: the importance of relationships and the need to protect spaces where such colloquies and relationships can flourish” (Agnew et al. 249). Octalogs, colloquia, colloquies, symposia, verbal and contemporaneous discourse—regardless of what one labels the process—all offer an invaluable resource and tool for academic practices. Additionally, such activities provide insight into the embodiment of the discipline: “The Octalogs bear witness to the extent to which disciplines are embodied—handed off from mentors and shared among students and colleagues” (249). And this is especially applicable for any group seeking to transcend departmental boundaries. Paradoxically, by extending and opening the parameters of the disciplines of historiography, rhetoric, composition, communication, and such, the Octalog helped to reinforce and define such alternative modes of study, whereby “these relationships were an open network, not a closed circle.” Rather, “they created connections that provided referees for journal articles, books, and tenure decisions. By being open to what is ‘outside,’ these relationships created a contingent ‘inside’--perhaps a discipline as Möbius strip” (Agnew et al. 250). Therefore, regardless of where one stands in relation to the current educational hegemony, as a traditionalist or progressive, there is endless merit for an opening up and letting be said what wants to be said—particularly in the kind of oral setting the Octalog provided. |