Date of Award
Summer 8-2012
Degree Type
Thesis-Restricted
Degree Name
M.A.
Degree Program
English
Department
English
Major Professor
Piano, Doreen
Second Advisor
Hazlett, John
Third Advisor
Rayes, Kenneth John
Abstract
A look at how artists in the grunge and Riot Grrrl movements constructed public identities that typically appealed to the economic, cultural, and social conditions of the early 1990s. These public personas -- perceived as “honest” -- were defined by negotiation with mainstream culture, the notion of the “confessional,” and gender construction. By examining how these identities were constructed, composition students can see how cultural influences mediate their own identity construction. A “grunge/Riot Grrrl” pedagogy is proposed that encourages students to look at how identities are constructed across a multimedia landscape, reflecting the way grunge and Riot Grrrl artists built public personas using music, lyrics, interviews, album covers, photo shoots, and videos. An online assignment is suggested that would allow students to “profile” their public selves and the cultural conditions that influence them so that students can use multimedia to show their public identities.
Recommended Citation
Callais, Rory J., "Come As You Are, As I Want You to Be: Grunge/Riot Grrrl Pedagogy and Identity Construction in the Second Year Writing Program" (2012). University of New Orleans Theses and Dissertations. 1516.
https://scholarworks.uno.edu/td/1516
Rights
The University of New Orleans and its agents retain the non-exclusive license to archive and make accessible this dissertation or thesis in whole or in part in all forms of media, now or hereafter known. The author retains all other ownership rights to the copyright of the thesis or dissertation.