I have been particularly interested in African American public address, in part because circumstances often demand that marginalized rhetors be especially inventive as they address the limitations and exclusions that bar access to full citizenship.
A natural outgrowth of these intellectual commitments has been an interest in pedagogy, and in particular the role that training in rhetoric might play in the liberal arts and in civic education. In this work, I explore the continuing relevance of ancient rhetorical theory for analyzing, critiquing, and intervening in contemporary civic culture.
