johana gonzalez

[johanagonzalez21]

*December 13, 2023*

Challenging Heteronormativity in the Classroom: Analyzing Queer Rhetoric in 'You Can All Be Lesbians

Tumblr CQ Essay 4

In this entry, I will examine the critical question(s): How does this artifact rhetorically represent the “queer experience” or a “queer” identity? Does it problematically essentialize and/or use assimilative representations to perpetuate the cultural inscription that heteronormativity is “normal” or does it productively “challenge hetero-textual essentialism?” (Fox, p. 62, 2013).

To investigate these questions, I examined the YouTube video by CBC Comedy titled “You Can All Be Lesbians” as my rhetorical artifact. I decided to analyze this video because this video popped up on my TikTok feed and I thought it would be perfect to analyze for this specific topic. While the YouTube video “You Can All Be Lesbians'' aims to introduce queer themes in an educational setting through this video being staged as a comedy skit, this video reveals the shortcomings in the representation of queer theory. Specifically, the teacher’s definition of a lesbian as a girl who “like likes” another girl may oversimplify and problematically essentialize complex realities of lesbian identities. This YouTube video serves as a lens to explore how queering, in alignment with Ragan Fox’s pedagogical concepts, can challenge societal norms in the classroom. By applying alternative pedagogical strategies, educators can counter the cultural inscription that heteronormativity is normal and has the potential to productively challenge hetero-textual essentialism. 

Fox, Ragan (2013) explains that queering and queer pedagogy are important to teach in classroom settings to expand inclusivity and recognize heteronormativity. Mary Bryson and Suzanne de Castell first used the term ‘‘queer pedagogy’’ in 1993 to describe a radical form of educative praxis implemented deliberately to interfere with, to intervene in, the production of ‘normalcy’ in schooled subjects; for the context of this paper, it functions as a peri-performative that exists on the margins of traditional curriculum and calls attention to and critiques academic discourses that perpetuate myths of compulsory and assumed heterosexuality. Queer pedagogy may also be described as a practice through which one queers instructional communication and communication about instruction (Fox 60). By challenging heteronormative expectations, queering opens up possibilities for more inclusive representations in early childhood education materials. It encourages educators to reconsider and diversify the content they present to young learners, fostering an environment that reflects the richness and diversity of human experiences beyond conventional norms. 

One of the examples of the necessity of queer pedagogy is evident in the YouTube video “You Can All Be Lesbians | Mr. D | CBC.” The teacher oversimplifies the lesbian identity through his verbal and non-verbal. The teacher's choice of language, tone, and body language can either reinforce or challenge societal norms. Non-verbal cues, such as discomfort or openness, contribute to the rhetoric of the interaction. Identifying these elements provides insights into how the teacher negotiates the discourse on sexuality, whether reinforcing existing norms or contributing to a more inclusive conversation.  Parents and teachers are obligated to find a way of reacting to a child or adjusting to a child whom they have so far treated as a boy, but who identifies herself as a girl and wants to wear a dress at school. And kindergarten educators have to find a way of dealing with the transition of one parent. An adequate response to these issues requires reassessing deeply rooted assumptions about the connections between the individual and the collective benefit on the one hand and sex/gender norms on the other. In other words: It is the very understanding of sex, gender, and sexuality that guides our everyday life behavior as well as our comprehensive relationship with others as sexual/ sexualized beings who are challenged by what first seems like ‘exceptional situations’ (40). Queer rhetoric means looking at how people talk about things that might be different. In the video, we can analyze how the teacher’s words and actions either stick to what everyone usually thinks or challenge those ideas. A rhetorical analysis of the teacher’s response to the child’s mention of the word “lesbian” involves verbal and nonverbal views. At the time stamp, 00:21 in the YouTube video, you can see the discomfort on the educator’s face when the child says “lesbian” to words that end in “an”. Being able to identify how the teacher negotiates the discourse on lesbian identity can provide insight into the rhetoric reinforcing existing norms. Being able to identify the teacher’s discomfort can also create an uninclusive environment for these children to understand this identity in their future.

The teacher could adopt alternative strategies. Firstly, the teacher might acknowledge the mention positively, affirming the child's contribution. Secondly, the teacher could seamlessly incorporate age-appropriate information about diverse sexual orientations, normalizing the topic rather than expressing discomfort. This approach aligns with Fox's emphasis on inclusive education that challenges normative assumptions and encourages understanding. We also check if the teacher seems comfortable or uncomfortable, which tells us a lot about how they see the topic of queer rhetoric. This video promotes heteronormativity through the uncomfortableness and hesitancy of the teacher to write the word “lesbian” on the board and the poor explanation of the word lesbian through his words “It’s just a word”. It’s not just a word, it is someone’s identity. This explanation and comment can push heteronormativity through an underlying of what is normal and what is just a word. An inclusive approach to discussing diverse sexual orientations in early childhood education has the potential to positively influence societal attitudes toward LGBTQ+ individuals. By normalizing these discussions, young learners are exposed to diverse perspectives, fostering empathy, understanding, and acceptance. This, in turn, can contribute to a more inclusive society where individuals of all sexual orientations are respected and valued. 

This narrative might be unproductive for children in certain ways, but overall, it has a possibility of being ultimately productive. It might be unproductive if the teacher completely shut off the conversation and stopped the activity. Also, the children may all be confused or have mixed feelings about lesbian identity because the teacher explained the term. However, there are a lot of productive lessons a child can learn from this narrative. First, Consequently, this discussion is necessary in our polarized world. According to Jean-Paul Lehers, “A further point of concern is the ‘denigration campaigns and violent threats against defenders of lesbian, gay, bisexual and transgender rights.’ The report also mentions the hate rhetoric used by political and community leaders to instigate hate and violence contributing to homophobia and harassment of individuals” (Baltes-Löhr 46). This video, despite its imperfections, serves as a starting point for discussions that challenge normative assumptions and contribute to creating more inclusive communities and understanding society. Lehers’s understanding of hate rhetoric completely explains why it is important to start this conversation from an early age, to break the uncomfortable feeling that the teacher has to discuss what lesbian is and better his poor explanation.

This video further explains how narratives work by analyzing what narrative of a comedy skit, which uses humor as a way to deliver a message. The actual message from the creator of the video is not something that I can access, but through my lens of analysis, I can see how they use comedy to promote this conversation. The caption of this YouTube video is, “Some kindergarten students have amazing vocabularies, as Mr. D discovers. Based on Gerry Dee's real-life experiences as a teacher before he moved to comedy full-time, MR. D is the story of a charming, under-qualified teacher trying to fake his way through a teaching job”. This context provides context as to this video being inspired by Gerry Dee’s real-life experiences, who was a teacher before transitioning to comedy. He uses humor as a way to initiate conversations on topics such as this video on sexual orientation. Also, the mention of kindergarten students with “amazing vocabularies” helps to understand that the video explores how young children engage with and express concepts that may be complex to them. This allows them to grow with curiosity and allows for an open discussion, although very hesitant and oversimplified by the teacher. 

As applied to heteronormativity through hetero-textual essentialism through the portrayal of the conversation between the children and the teacher and the teacher's response in attempting to normalize the concept. In the scene where the child who said she like likes her friend Olivia (00:53) is told by the teacher that if she does then she could be a lesbian. The mere curiosity of the child helps disrupt the hetero-textual essentialist notion and helps try to normalize the concept which challenges the idea that discussions about non-heteronormative identities need to be treated as exceptional or explicit. Although the teacher does start by being uncomfortable with the subject, he does not completely shut them down or get them into trouble but instead offers up an explanation that could have simply been ignored or changed the subject completely. This video completely helps challenge hetero-textual essentialism by showing children being naturally curious about diverse sexual orientations and encourages, overall, diverse perspectives on lesbian identity and challenges the essentialist belief about normativity. 

In summary, while the YouTube video “You Can All Be Lesbians” presents an opportunity for exploring queer themes, it also has the potential to challenge hetero-textual essentialism although the teacher uses an oversimplified representation of the lesbian identity. However, this video helps serve as a starting point for discussions in early childhood education and highlights the need for more inclusive approaches and educated teachers to foster an understanding and acceptance of people with diverse backgrounds and orientations. While this video may have unproductive elements, such as the potential for confusion on what a lesbian is, this video reflects the need for emphasizing well-informed educators. By examining the video through the lenses of Lehers’ and Fox’s queering, we can recognize the potential impact it can have on challenging heteronormativity and fostering an understanding and inclusive educational environment. This video becomes a starting point for educators, parents, and policymakers to address the broader societal issues that are raised by Lehers, which very much emphasizes the need to counter heteronormativity and create a more inclusive world. 

Works Cited

Baltes-Löhr, Christel. Normed Children : Effects of Gender and Sex Related Normativity on Childhood and Adolescence. Ed. Christel Baltes-Löhr and Erik Schneider. 1st ed. Bielefeld, Germany: transcript Verlag, 2018. Web.

Fox, Ragan. “‘homo’-work: Queering Academic Communication and Communicating Queer in Academia.” Text and Performance Quarterly, vol. 33, no. 1, 2013, pp. 58–76, https://doi.org/10.1080/10462937.2012.744462. 

“You Can All Be Lesbians | Mr. D | CBC.” YouTube, CBC Comedy, 14 Sept. 2016, www.youtube.com/watch?v=QIBwSHZAOU0. 

[johanagonzalez21]

*October 29th, 2023*

Tumblr CQ Essay 2

Rhetorical Analysis: Justin Baldoni Redefining Masculinity

In this entry, I will evaluate the critical questions: What is the main purpose of this artifact’s message and how are ethos, pathos, and logos used in this rhetorical artifact to achieve that purpose? Is the way that these rhetorical appeals used ethical?

To investigate these questions, I analyzed Justin Baldoni’s TED talk titled “Why I’m Done Trying to Be ‘Man Enough’”. Baldoni goes into how his past and current TV and movie roles shaped his view on modern masculinity, which challenges the way that people view how men should and should not act, which is ethical because it helps start a conversation on traditional norms on the way men should and should not feel or express themselves. The main purpose of this speech is to encourage open conversations about being vulnerable and redefine the concept of masculinity in today’s society. By examining the usage of ethos, pathos, and logos in this rhetorical artifact, we can see how Baldoni effectively communicates his message. Baldoni has been able to maintain his platform online through his posts about being a man who loves his wife and who is okay with discussing his feelings. According to Baldoni, “I want to be a man who is vulnerable and raw, and admits when I’m weak because I’m strong in my ability to feel all of these things” (Baldoni). This quote explains a genuine desire to encourage chance and this message resonates far beyond the TED talk stage. In Justin Baldoni’s speech “Why I’m Done Trying to be ‘Man Enough’”, Baldoni successfully uses rhetorical strategies of ethos, pathos, and logos as defined by James. A. Herrick in “The History and Theory of Rhetoric” to challenge societal norms surrounding masculinity. By sharing his experiences and providing empirical evidence, Baldoni establishes credibility through evoking emotions, logically argues for an inclusive definition of masculinity, and authenticity through his experiences, to advocate for a redefined masculinity aspect that embraces being vulnerable while also being able to express yourself freely to positively impact the world.

James A. Herrick in “The History and Theory of Rhetoric: An Introduction”, specifically in Chapter 4, helps us understand the art of persuasive communication. Herrick explains, “This proof should develop from what the speaker says in the course of a speech, and not be important on the basis of prior reputation with the audience” (80). This explanation of Aristotle’s perspective is a good perspective, but one might argue that prior reputation can indeed influence how an audience views a speaker. Personally, Justin Baldoni’s speech was something I found specifically because I am a big fan of his from all of the TV shows he has starred in. I feel as if he said something racist or horribly unethical, this would be a different conversation. It is extremely important to acknowledge that Aristotle’s explanation explains the need for speakers to reinforce the necessary means of persuasion and substance in a speech, regardless of their reputation. While Baldoni is a very known actor, his speech was not only credible because of his fame, it is from his willingness to be vulnerable, share his personal struggles and align with the way that Aristotle views that credibility should come from the information and expression of the speech. 

Baldoni is an American actor, director, and producer who is known for his roles in very popular TV series such as “Jane the Virgin”. Beyond his career, he is known for promoting conversations about redefining gender and societal norms. He discusses traditional notions of manhood which include, but are not limited to, emotional restraint, and physical strength. According to Baldoni, “Growing up, we tend to challenge each other. We've got to be the toughest, the strongest, the bravest men that we can be. And for many of us, myself included, our identities are wrapped up in whether or not at the end of the day we feel like we're man enough” (12:15). This shows that Baldoni’s upbringing was based on traditional notions of masculinity and he had societal pressure to conform to being tough, strong, and brave. Being man enough is also used as a sense of a personal struggle that Baldoni has within, as demonstrated through his usage of his ethos and pathos.

Baldoni establishes credibility and authenticity, also known as ethos, by sharing his own personal experiences of society's expectation of masculinity. According to Baldoni, “Being soft meant that I was bullied…my dad wasn't traditionally masculine, so he didn't teach me how to use my hands. He didn't teach me how to hunt, how to fight, you know, man stuff. Instead he taught me what he knew: that being a man was about sacrifice and doing whatever you can to take care of and provide for your family” (4:40). Through his own experiences, Baldoni explains why he is invested in this topic because of his own credibility of what he went through growing up. His experiences make him reliable and a trustworthy source of his information. Baldoni also establishes ethos through his own struggles with society’s expectations, which has impacted his own identity. Baldoni uses his experience to connect with listeners who have experienced similar struggles. According to Herrick, “The speaker must exhibit phronesis (intelligence, good sense), arete (virtue), and eunoia (goodwill)” (pg 80-81). Baldoni does all of these things and it is very known through the response of the crowd to everything he said and the positive response given. His good characteristics through his TV shows, movies, etc are also very beloved, which gives people a sense of virtue and intelligence. 

Baldoni establishes credibility through evoking emotional response, pathos, from his audience. Baldoni explains, “I’m just a guy that woke up after 30 years and realized that I was living in a state of conflict, conflict with who I am in my care and conflict with who the world tells me as a man I should be… I don’t just want to be a good man, I want to be a good human” (3:00). By sharing this standpoint, he makes his audience feel empowered and self-reflecting. This moment in his speech, he allows for his audience to see him as a human being, rather than just a ‘famous actor’ and as a public figure. This evokes the audience to feel compassion and understanding towards Baldoni. Also, Baldoni’s voice and the way he talks emphasizes the emotional impact of his message. This allows for the audience to feel inspiration and motivation, as it communicates to the audience that this topic is serious and important, but also resonates with his personal life and affects him and many other people. Baldoni successfully and ethically uses pathos to create a deep emotional connection with his audience and the emotional response is very important for the effectiveness of his message.

Baldoni’s TED talk emphasizes ethos and pathos rather than heavily on logos as a primary rhetorical appeal. Unlike other persuasive speeches, Baldoni’s TED talk does incorporate data or as much statistical evidence to support his message of redefining masculinity. He discusses how his social platform has been his Trojan horse where he can create a daily practice of authenticity and vulnerability and that his responses have been incredible but it’s all from a certain demographic: women… Why are only women following me? Where are the men?” (07:21). This standpoint shows that although his following demographics, as displayed on-screen during his speech, are something of a problem because the men are not following him to be able to see his messages. Although he does not rely on very much more statistics or data, he chooses to connect with his audience on a more personal and emotional level. This rhetorical choice shows his goal of the speech, which is to challenge norms in a way that he understands through his perspectives to align with others who have experienced similar struggles. 

This speech is ethical through starting a conversation through rhetoric to discuss traditional norms on how men should feel and express themselves. By sharing his experiences and advocating for an inclusive definition of being a man, Baldoni helps people understand that societal pressures have contributed to men being unable to express themselves emotionally and he challenges this norm. Baldoni expresses epideictic oratory through the goal of being contemplative rather than pragmatic; and prompts the audience to think, to reflect, or to embrace a new idea (Herrick, Chapter 4, 77). Baldoni allows for a powerful reminder that persuasion is not just about convincing the audience, it is about creating a sense of understanding and also empathy. In our society there are outdated stereotypes of masculinity that continue to foster harmful ideas, and Baldoni’s message helps as a call to action for positive change. By encouraging change, Baldoni has ethical means of promoting mental health while emphasizing an inclusive understanding of masculinity. Through his prioritization of being honest and vulnerable, Baldoni shows a commitment to a progressive future in society. He relies on being able to self-disclose to help others who may have experienced these societal norms to understand and trust Baldoni because he has also been through this harmful stereotype. Baldoni also expresses, “You might recognize me as ‘male escort #1’, ‘photographer date rapist’, ‘shirtless date rapist’, ‘shirtless medical student’, ‘shirtless steroid-using con man’...” (00:36). His acknowledgement to these toxic masculinity roles that he plays as an actor don’t represent who he is, and explains that when he looks in the mirror, that is just not how he sees himself. Although, this is how Hollywood saw him and over time he noticed the parallel between the roles he played as a man both on-screen and off (00:56). This acknowledgement helps us understand that although he plays into these characteristics in movies and shows, this is not an accurate representation of the way he feels or acts in real life. This is why this speech is ethically needed, not for himself but for everyone who watches these movies and sees themselves or who they want to be. It is something that he shows is not a real representation of what a man is or should be and it is not how he is, despite his amazingly talented acting. 

In conclusion, through the examination of Baldoni’s TED talk, “Why I’m Done Trying to Be ‘Man Enough’”, It becomes extremely clear that Baldoni successfully gets his point across through his usage of rhetorical devices of ethos pathos and logos to convey his message about redefining masculinity. Through the questions guiding this essay prompt, we can think about how his emotional storytelling helps his audience reflect on their own experiences and perceptions of masculinity. While this speech may not rely on logos, empirical data, we can see the emotional impact and relatability that Baldoni uses to get his message across. Also, the presence of ethos and pathos are very closely aligned to Aristotle’s understanding of rhetoric, which emphasizes the importance of establishing credibility. This also shows that there is power in personal narrative and emotional connections in advocating for a positive social change. Through his usage of these rhetorical devices to inspire his audience to question societal norms and foster an inclusive and empathetic view of masculinity. 

Works Cited

Baldoni, J. (n.d.). Why I’m done trying to be “Man enough.” Justin Baldoni: Why I’m done trying to be “man enough” | TED Talk. https://www.ted.com/talks/justin_baldoni_why_i_m_done_trying_to_be_man_enough

“Aristotle on Rhetoric.” The History and Theory of Rhetoric: An Introduction, by James A. Herrick, Routledge, 2021, pp. 69–84. 

[johanagonzalez21]

October 1st, 2023

*Rhetoric as Narrative*

In this essay I will be analyzing how the movie “The Hate U Give (2018)” uses the narrative elements of scene, characters, and events to promote an ideology that challenges conventional narratives surrounding the American Dream, justice, success, and the realities faced by marginalized communities in today’s society. Overall, this is productive because it can help viewers think about societal problems in relation to their specific standing in society, understanding, and a deeper awareness of systemic issues that affect different parts of the population.

The movie “The Hate U Give (2018)” is about Starr Carter, a young African American woman who is faced with a challenge of a dual identity, as she navigates between her predominantly black neighborhood and also attends a predominantly white private school. In the opening scene, Maverick, Starr’s father, imparts some advice to his children on how to navigate any future encounters with the police. This takes place in their family home and I will specifically be analyzing the scene from this movie where Starr’s father, Maverick, imparts crucial advice to his daughter Starr, and his two sons Sekani and Seven at their kitchen table. 

Palczweski, Ice and Fritch (2012) explain that “The ‘American Dream’ is an ideograph that encapsulates a central narrative about the US experience: hard work will lead to success regardless of the person’s origins” (117). This idea centers around the belief that you will be successful if you work hard. According to Sonja Foss, “Rhetoric offers commands or instructions of some kind, helping us maneuver through life… rhetoric is an individual’s solution to perceived exigences… that an audience may consult in trying to decide on various courses of action. Stories can give us ideas for living our own lives and we can use them to discover a course of action or to explore the consequences of a course of action we are considering” (340). Persuasive communication and stories play an important role in providing guidance and solutions for facing challenges or decisions in life. They can offer valuable insights and ideas that help us navigate through various situations.

Maverick Carter also instructs his children to play a role of informed, assertive, and empowered individuals when it involves law enforcement, which provides them with a metaphorical shield. He understands that although they are people of color, and he cannot protect them from racism, he can help his children with becoming informed. He makes sure his children know their rights and this reflect’s Maverick’s desire to equip his children with the tools and knowledge they need to navigate a world that may not always treat them fairly. “You are not the American dream, baby girl, you’re the American nightmare” (Tillman Jr., 2018). Maverick’s speech offers an opposite view of the traditional notion of the “American dream” while the claim explains that hard work leads to success without regard to one’s background. Maverick’s speech suggests that systemic barriers and prejudices can hinder the realization of this dream. His information highlights the importance of recognizing and addressing systemic inequalities, which may not be acknowledged by the conventional narrative of the American dream.

Maverick Carter, Starr’s father, instructs his daughters to play a certain role in the setting of an enlightened citizen role to provide them with a metaphorical shield of understanding their rights. His words are very straightforward, “If you get stopped by the police, keep your hands visible, and don’t make any sudden movies, okay? Only talk when they talk to you… Remember, you know your rights, baby. Use them” (Tillman Jr., 2018). This advice serves as a metaphorical shield for Starr and her siblings, which equips them with vital knowledge to handle potentially perilous situations. It underscores the critical importance of comprehending one’s rights and how to communicate with law enforcement for personal safety. Also, according to Maverick, “I’ve seen it happen over and over again: a black person gets killed just for being black, and all hell breaks loose. I’m tired of it… But you’re going to know how to deal with it when it comes. I ain’t raising no victims” (Tillman Jr., 2018). This guidance sticks with Starr, which acts as a pivotal moment of empowerment for viewers who may find themselves in similar circumstances.

The specific scene setting serves as a reminder of the systemic injustices that are faced by communities of color in their interactions with law enforcement. Maverick’s advice highlights the need for individuals, specifically people of color, to not only know their rights but also be aware of the potential dangers they face. Academic discourse explores the systemic nature of racial bias within law enforcement. This scene acts as a catalyst for critical reflection, compelling audiences to understand broader societal implications of police encounters for people of color. Maverick expands to empower his children with tools to protect themselves. It instills a sense of self-assurance and underscores the importance of understanding for any potential challenges in their future. The systemic issues at play here are deeply rooted in historical and societal contexts. The history of racial discrimination and unequal treatment of people of color by law enforcement has contributed to an environment of fear and mistrust. It is a reality that communities of color grapple with every day, and this scene serves as a reflection of these hard realities.

Sethi, Grady, Ulusoy, Baldwin, and Ewoldsen help us explore the concept of retrospective imaginative involvement, which emphasizes how individuals revisit and reflect on narratives after watching a movie, reading a book, etc. Audiences do not stop processing a narrative when the credits roll, or the book cover closes. Thinking about stories often continues even after ‘the end’... Extensive research suggests people continue to asynchronously engage with narratives. Some audience members may also develop a strong emotional bond (i.e., parasocial relationship) with a fictional character or performer after viewing media content (Sethi, et. al, 107). Applying this concept to “The Hate U Give”, viewers are likely to revisit Maverick’s speech, reevaluating and reinterpreting the advice he imparts in light of the broader narrative on racial injustices he and his ancestors have faced.

In addition, the scene expands on immediate safety concerns to impart a broader message about the significance of self-respect and dignity. By emphasizing the importance of knowing your rights, Maverick empowers his children to advocate for themselves in any circumstance. This scene forces viewers, especially young individuals to recognize their own power and worth in society. It instills a sense of self-worth and notion that regardless of your background, you deserve fair and respectful treatment. Maverick’s advice is not just practical; it is a reflection of knowledge that has been passed down through generations. It is an effort to equip the younger generation with the tools to survive in a world that may not always treat them fairly.

However, while Sethi, Grady, et. al, discuss retrospective imaginative involvement as a cognitive process for revaluation of narratives, it may not fully encapsulate the emotional and psychological impact that specific narratives, such as Maverick’s speech about police interactions in the introduction of “The Hate U Give” can have on individuals. It is important to consider that critical reflection, though valuable, may not lead to tangible change or actual activism. While reflecting on Maverick’s speech is important, it is equally important to consider such reflections to translate into concrete actions and efforts to address systemic issues and promote social change. Merely engaging in retrospective imaginative involvement may not be enough to translate into tangible actions and efforts to combat systemic issues highlighted in narratives like Maverick’s speech.

Moreover, retrospective imaginative involvement may not account for the emotional toll that specific narratives, such as Maverick’s speech, can have on viewers, especially those who have faced situations that are similar to the ones that Maverick mentions. While viewers may engage in a reflective process, it is extremely important to realize that these narratives can also evoke emotional reactions and potentially retraumatize individuals who have experienced similar circumstances. The emotional impact of narratives like Maverick’s speech can be beyond reflective engagement, which can dive into a potential for deep emotional resonance and potentially triggering responses in viewers who have personal experiences with police interactions.

In conclusion, the scene in “The Hate U Give” where Starr’s father shows the impact of advice in interacting with the police is a powerful and thought-inducing moment. It empowers the audience with practical knowledge, raises awareness about systemic challenges, and underscores the importance of familial support. Through this scene, the film forces critical thinking about the realities of police encounters for people of color and emphasizes the urgent need for societal change.

Works Cited

Catherine Helen Palczewski, et al, Rhetoric in Civic Life. Strata Pub, 2012, pp. 117–37. Chapter 5.

“Maverick's Advice Opening Scene the Hate U Give 2018 Mpgun Com.” YouTube, 29 Jan. 2020, youtu.be/o1rUFUT0NZo?si=N1FtdfUTvNIW5yZu+%E2%80%98The+Hate+U+Give%E2%80%99+Is+an+Important+Conversation+on+Police+Brutality+%7C+Arts+%7C+The+Harvard+Crimson+%28thecrimson.com%29. 

“Rhetorical Criticism : Exploration and Practice : Foss, Sonja K : Free Download, Borrow, and Streaming.” Internet Archive, Long Grove, Ill. : Waveland Press, 1 Jan. 1970, archive.org/details/rhetoricalcritic0000foss. 

Sethi, Neha, et al, “What Do We Do with Narratives after the Fact? Exploring Dimensions of Retrospective Imaginative Involvement.” Communication Reports, vol. 35, no. 2, May 2022, pp. 106–19. EBSCOhost, https://proxy.augustana.edu:2138/10.1080/08934215.2022.2040558

Tillman Jr., George, director. The Hate U Give. Performances by Amandla Stenberg, Regina Hall, Russell Hornsby, et al, Twentieth Century Fox, Temple Hill Productions, 2018. Film.