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Seriously playful and playfully seri...

Lucas, Michael Richard.

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Seriously playful and playfully serious: The helpfulness of humorous parody.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Seriously playful and playfully serious: The helpfulness of humorous parody./
作者:	Lucas, Michael Richard.
面頁冊數:	278 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
標題:	Rhetoric. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3705153
ISBN:	9781321779868

Seriously playful and playfully serious: The helpfulness of humorous parody.
Lucas, Michael Richard.

Seriously playful and playfully serious: The helpfulness of humorous parody. - 278 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ph.D.)--Clemson University, 2015.

In the following work I create and define the parameters for a specific form of humorous parody. I highlight specific problematic narrative figures that circulate the public sphere and reinforce our serious narrative expectations. However, I demonstrate how critical public pedagogies are able to disrupt these problematic narrative expectations. Humorous parodic narratives are especially equipped to help us in such situations when they work as a critical public/classroom pedagogy, a form of critical rhetoric, and a form of mass narrative therapy. These findings are supported by a rhetorical analysis of these parodic narratives, as I expand upon their ability to provide a practical model for how to create/analyze narratives both inside/outside of the classroom. Because these parodic narratives serve as an impetus for creative inquiry, I focus specifically on the importance of humor and play within the classroom and within practices of self-narration.

ISBN: 9781321779868Subjects--Topical Terms:

516647
Rhetoric.

Seriously playful and playfully serious: The helpfulness of humorous parody.
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502 $a Thesis (Ph.D.)--Clemson University, 2015.
520 $a In the following work I create and define the parameters for a specific form of humorous parody. I highlight specific problematic narrative figures that circulate the public sphere and reinforce our serious narrative expectations. However, I demonstrate how critical public pedagogies are able to disrupt these problematic narrative expectations. Humorous parodic narratives are especially equipped to help us in such situations when they work as a critical public/classroom pedagogy, a form of critical rhetoric, and a form of mass narrative therapy. These findings are supported by a rhetorical analysis of these parodic narratives, as I expand upon their ability to provide a practical model for how to create/analyze narratives both inside/outside of the classroom. Because these parodic narratives serve as an impetus for creative inquiry, I focus specifically on the importance of humor and play within the classroom and within practices of self-narration.
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