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Toward a Theory of Dialogic Nationalism Joseph T Duquesne University Duquesne Scholarship Collection Electronic Theses and Dissertations Spring 2014 The aN tion as a Communicative Construct: Toward a Theory of Dialogic Nationalism Joseph T. DeCrosta Follow this and additional works at: https://dsc.duq.edu/etd Recommended Citation DeCrosta, J. (2014). The aN tion as a Communicative Construct: Toward a Theory of Dialogic Nationalism (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/470 This Immediate Access is brought to you for free and open access by Duquesne Scholarship Collection. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Duquesne Scholarship Collection. For more information, please contact [email protected]. THE NATION AS A COMMUNICATIVE CONSTRUCT: TOWARD A THEORY OF DIALOGIC NATIONALISM A Dissertation Submitted to the McAnulty Graduate School of Liberal Arts Duquesne University In partial fulfillment of the requirements for the degree of Doctor of Philosophy By Joseph T. DeCrosta May 2014 Copyright by Joseph T. DeCrosta 2014 THE NATION AS A COMMUNICATIVE CONSTRUCT: TOWARD A THEORY OF DIALOGIC NATIONALISM By Joseph T. DeCrosta Approved March 14, 2014 ________________________________ ________________________________ Dr. Janie Harden Fritz Dr. Kathleen Glenister Roberts Professor of Communication Associate Professor of Communication (Committee Chair) (Committee Member) ________________________________ Dr. Ronald C. Arnett Professor of Communication (Committee Member) ________________________________ ________________________________ Dr. James Swindal Dr. Ronald C. Arnett Dean, McAnulty Graduate School of Chair, Department of Communication & Liberal Arts Rhetorical Studies Professor of Philosophy Professor of Communication iii ABSTRACT THE NATION AS A COMMUNICATIVE CONSTRUCT: TOWARD OF THEORY OF DIALOGIC NATIONALISM By Joseph T. DeCrosta May 2014 Dissertation supervised by Janie Harden Fritz, Ph.D. This project seeks to explore the subject of nation and nationalism in the context of rhetoric and the philosophy of communication. By exploring ancient tropes of nation through rhetorical figures such as Isocrates in Ancient Greece and Cicero in the Roman Republic; through Kant, the Enlightenment and modernity; and, through postmodern interpretations, I attempt to reconceptualize the nation as a communicative construct while pointing to what may lie ahead for the future. By applying Anderson’s (2006) concept of “imagined communities” as an interpretative framework, the nation appears to be a more fluid, contingent space for communication that is grounded in ancient and Enlightenment ideals, but is perhaps reconfiguring in the face of postmodern complexity as advanced by scholars such as Appadurai (1996) and Smith (1979, 1983, 1995, 1998, 2008, 2010). The transition from antiquity and modernity to postmodernity is characterized by what I call a theory of “dialogic nationalism,” which has roots in Martin Buber’s understanding of dialogue (1988, 1996, 2002) and his writings iv on nationalism (2005). Dialogic nationalism may serve as an alternative hermeneutic for the nation within the postmodern moment. The experience of international students in the United States and the complex issue of immigration around the world are also explored as practical applications for dialogic nationalism. v DEDICATION Like the themes that run through the pages of this project, I dedicate this work to six very important individuals who represent my past, present, and future. My past — My grandfather, Thomas Amorosi, and my parents Connie and Carmen DeCrosta, who modeled love and who instilled in me the importance of one’s family, community, country, world, and the human race. Much of what you taught me has resulted in my desire to work for justice and to hopefully make the world a better place, even if only in small ways. Most of all, you sparked a curiosity in me to explore the world and to respect and understand others the best I could. I would not have reached this point in life without the loving world you built for me. My present — My wife, Maria Walsh DeCrosta, whose love and support helps me get through everything in life, including this project. You have stood by me throughout this degree and my writing as we raise our children, pursue our careers, and build a beautiful life together. I am blessed to have found someone who shares my values of God, family, justice and education and, more importantly, the same quirky sense of humor. Your love gets me through each day, whatever it may bring. I could not imagine a life (and world) without you in it. I love you. My future — My children, Ethan and Helen: Although you are still grasping what it means to be a part of this complex world, your energetic, optimistic, and innocent curiosity give me the strength to look toward the future with hope and love. I hope to instill in you those values that are important to me, and encourage you to always improve the world around you in whatever vi way you see fit. You amaze me every day; I am so proud of both of you, and cannot wait to see the paths you choose. vii ACKNOWLEDGEMENT This degree and project would not have been possible without the love, friendship and support of countless people. Many individuals have played significant roles while I traveled on this journey, but I would like to underscore the support of a few who have offered their support along the way. Dr. Janie Harden Fritz: Thank you for your wisdom, unending support and optimistic encouragement throughout this process. I am confident that I would not have been able to get through this degree and dissertation without your positive attitude, sense of humor, encouraging words, and academic expertise. If only I could have such an indelible impact on the field and the Academy as much as you do…. Dr. Ron Arnett: I admire the unparalleled intellectual energy and dedication that you offer your students and the Academy everyday. Thank you for making the world of philosophy of communication real and tangible for all of us. Dr. Kathleen Roberts: Thank you for your willingness to listen and serve as a mentor throughout this process. I have always admired your intelligence and wit as well as your ability to make our field accessible, interesting, and exciting for students. I am grateful that we have been able to become professional colleagues who share an interest in intercultural communication and international issues. viii Patrick and Patricia Walsh: You have both played a major role in supporting Maria, Ethan, Helen and I while I focused on this project. Thank you for moral support and for always being available to help us with the grind of everyday life whenever necessary. I am forever grateful… The staff (past and present) in the Office of International Programs: Helen Auckland, Philomena Bolea, Kelly Dougherty, Danielle Genemore, Anna Harrison, Jean Ann Hattler, Michele Janosko, Alana Sacriponte, and Kim Szczypinski: I could not ask for a more amazing group of professionals with whom to work. I truly believe that we make a positive impact on the students we serve each day—even though it may not seem that apparent at times. I would not have been able to accomplish this task over the years if it were not for working with a group of caring and outstanding individuals who truly exemplify all that is good in a rather complicated (and sometimes challenging) world. Thank you. Dr. Roberta Aronson: I can say with confidence that I would have not been able to accomplish this task without your wisdom as well as your constant emotional and moral support throughout this entire degree. I am truly blessed to have such an understanding supervisor, who is also an outstanding individual, friend and colleague. You provided the tools to help me balance family, work, and degree during some very challenging moments in life, but more importantly, you pushed me along while helping me realize what is really important in life. Our frequent philosophical chats (and laughs) about work and life have been a large part of my “continuing” education. Without a doubt, you have been instrumental in making this degree possible for me, and I am forever thankful. ix My classmates and colleagues: Dr. Linda Coleman, Ruth Boykin and Loubna El Abbadi: Thanks for your collegiality, friendship and insight through what often felt like a rather daunting process. x TABLE OF CONTENTS Page Abstract ......................................................................................................................... iv Dedication ...................................................................................................................... vi Acknowledgement ....................................................................................................... viii Chapter 1 – The Nation as a Communicative Construct: Grounding the Nation in Communication and Rhetorical Theory.................................................. 1 Imagined, Discursive and Existential-Phenomenological Communities.................. 9 Multiple Narratives, Shifting Epistemologies ......................................................... 15 Dialogic Communication: A Hermeneutic for Postmodern Nationalism ................ 24 The Project: An Overview ..................................................................................... 27 Chapter 2- Isocrates’ Rhetorical Influence on the Idea of Nation: Civic Education, Paideia, and Panhellenism ........................................... 35 Connecting Isocratic
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