{"id":{"repo_id":"buffalo","oai_identifier":"oai:ubir.buffalo.edu:10477/79834"},"canonical_url":"https://search.dev.ndltd.org/etd/buffalo/oai:ubir.buffalo.edu:10477/79834","repository":{"repo_id":"buffalo","name":"Buffalo","base_url":"https://ubir.buffalo.edu/oai/request"},"display":{"title":"Arguing Equitably: How Argumentation Flourishes within the Feminist Dialogic Process","abstract":"M.A.","abstract_html":"M.A.","abstract_has_math":false,"creators":["Green, Emily"],"institution":"State University of New York at Buffalo","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Mazzolini, Elizabeth","English"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-07-29T15:46:59Z","date_published":"2019-07-29T15:46:59Z","updated_at":"2026-07-27T19:05:19Z","subjects":["rhetoric","pedagogy","women's studies"],"languages":["eng"],"rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10477/79834","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Mazzolini, Elizabeth","English"]},{"key":"dc:creator","label":"Author","values":["Green, Emily"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2019-07-29T15:46:59Z","2019","2019-05-16 11:38:27"]},{"key":"dc:publisher","label":"Institution","values":["State University of New York at Buffalo"]},{"key":"dc:type","label":"Dc Type","values":["Text","Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["rhetoric","pedagogy","women's studies"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/10477/79834"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["M.A.","Equitable arguments are arguments that incentivize a space to listen to comprehend before responding, while they also avoid using tools of oppression, such as silencing and othering, to further arguments. The feminist dialogic argumentative process is one of the ways in which feminists can ensure that their argumentative style is equitable to all participants. The main difference between an inequitable, or monologic, argument and an equitable, or dialogic, argument is the variance in end goals for argumentation; while monologic arguments aim to dominate opponents and “win,” dialogic arguments aim to comprehend, communicate, and resolve. Through the usage and application of Aristotle’s rhetorical situation in the dialogic argumentative process, argumentative participants can balance the power dynamics at play within the argument, rhetorically listen to each other’s arguments, negotiate their beliefs and positioning within those beliefs, and reflect on the outcomes of the argument as a means of improving their own equitability within argument. With contextualization in current events, such as the rise of white nationalism and the Black Lives Matter movement, this author provides an explanation of the dialogic process and its origins in Chapter 1, an application of the dialogic process into classroom pedagogy in Chapter 2, and an examination of how the structure of the dialogic argument promotes empathetic listening, even in the most contentious and dire of arguments, in Chapter 3."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Arguing Equitably: How Argumentation Flourishes within the Feminist Dialogic Process"]}]}],"canonical_facts":{"dc:contributor":["Mazzolini, Elizabeth","English"],"dc:creator":["Green, Emily"],"dc:date":["2019-07-29T15:46:59Z","2019","2019-05-16 11:38:27"],"dc:description":["M.A.","Equitable arguments are arguments that incentivize a space to listen to comprehend before responding, while they also avoid using tools of oppression, such as silencing and othering, to further arguments. The feminist dialogic argumentative process is one of the ways in which feminists can ensure that their argumentative style is equitable to all participants. The main difference between an inequitable, or monologic, argument and an equitable, or dialogic, argument is the variance in end goals for argumentation; while monologic arguments aim to dominate opponents and “win,” dialogic arguments aim to comprehend, communicate, and resolve. Through the usage and application of Aristotle’s rhetorical situation in the dialogic argumentative process, argumentative participants can balance the power dynamics at play within the argument, rhetorically listen to each other’s arguments, negotiate their beliefs and positioning within those beliefs, and reflect on the outcomes of the argument as a means of improving their own equitability within argument. With contextualization in current events, such as the rise of white nationalism and the Black Lives Matter movement, this author provides an explanation of the dialogic process and its origins in Chapter 1, an application of the dialogic process into classroom pedagogy in Chapter 2, and an examination of how the structure of the dialogic argument promotes empathetic listening, even in the most contentious and dire of arguments, in Chapter 3."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/10477/79834"],"dc:language":["eng"],"dc:publisher":["State University of New York at Buffalo"],"dc:rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"dc:subject":["rhetoric","pedagogy","women's studies"],"dc:title":["Arguing Equitably: How Argumentation Flourishes within the Feminist Dialogic Process"],"dc:type":["Text","Thesis"]},"updated_at":"2026-07-27T19:05:19Z"}