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.
","abstract_html":"<p>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.</p>","abstract_has_math":false,"creators":["Callais, Rory J"],"institution":null,"degree_name":"M.A.","degree_level":"Thesis-Restricted","degree_discipline":"English","degree_department":null,"school":null,"contributors":["Piano, Doreen","Hazlett, John","Rayes, Kenneth John"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-08-02T07:00:00Z","date_published":"2012-08-02T07:00:00Z","updated_at":"2026-07-24T05:29:36Z","subjects":["rhetoric","composition studies","cultural studies","grunge","riot grrrl","popular culture","Other English Language and Literature","Other Rhetoric and Composition"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.uno.edu/td/1516","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Piano, Doreen","Hazlett, John","Rayes, Kenneth John"]},{"key":"dc:creator","label":"Author","values":["Callais, Rory J"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["English"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis-Restricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["rhetoric","composition studies","cultural studies","grunge","riot grrrl","popular culture","Other English Language and Literature","Other Rhetoric and Composition"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.uno.edu/td/1516"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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.
"]},{"key":"dc:title","label":"Title","values":["Come As You Are, As I Want You to Be: Grunge/Riot Grrrl Pedagogy and Identity Construction in the Second Year Writing Program"]}]}],"canonical_facts":{"dc:contributor":["Piano, Doreen","Hazlett, John","Rayes, Kenneth John"],"dc:creator":["Callais, Rory J"],"dc:description.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.
"],"dc:identifier":["https://scholarworks.uno.edu/td/1516"],"dc:subject":["rhetoric","composition studies","cultural studies","grunge","riot grrrl","popular culture","Other English Language and Literature","Other Rhetoric and Composition"],"dc:title":["Come As You Are, As I Want You to Be: Grunge/Riot Grrrl Pedagogy and Identity Construction in the Second Year Writing Program"],"thesis:degree_discipline":["English"],"thesis:degree_level":["Thesis-Restricted"],"thesis:degree_name":["M.A."]},"updated_at":"2026-07-24T05:29:36Z"}