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A Rhetoric of Resentment: Dismantling White Supremacy Through Definition, Scholarship, and Action

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A Rhetoric of Resentment: Dismantling White Supremacy Through Definition, Scholarship, and Action Clemson University TigerPrints All Dissertations Dissertations May 2020 A Rhetoric of Resentment: Dismantling White Supremacy Through Definition, Scholarship, and Action Whitney Jordan Adams Clemson University, [email protected] Follow this and additional works at: https://tigerprints.clemson.edu/all_dissertations Recommended Citation Adams, Whitney Jordan, "A Rhetoric of Resentment: Dismantling White Supremacy Through Definition, Scholarship, and Action" (2020). All Dissertations. 2644. https://tigerprints.clemson.edu/all_dissertations/2644 This Dissertation is brought to you for free and open access by the Dissertations at TigerPrints. It has been accepted for inclusion in All Dissertations by an authorized administrator of TigerPrints. For more information, please contact [email protected]. A RHETORIC OF RESENTMENT: DISMANTLING WHITE SUPREMACY THROUGH DEFINITION, SCHOLARSHIP, AND ACTION A Dissertation Presented to the Graduate School of Clemson University In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Rhetorics, Communication, and Information Design by Whitney Jordan Adams May 2020 Accepted by: Dr. Cameron Bushnell, Committee Chair Dr. David Blakesley Dr. Abel Bartley Dr. Mike Coggeshall i ABSTRACT A Rhetoric of Resentment: Dismantling White Supremacy through Definition, Scholarship, and Action examines the role that Confederate symbolism and ideology has in informing both white supremacist and resentment rhetoric. Using a recently published alt-right text for analysis, I trace how groups affiliated with the alt-right use their version of rhetoric to keep and garner followers. I argue that this rhetoric can be dismantled not only though scholarship, but also through positive pedagogical disturbance, rhetorical listening, and action in the classroom and community. The academic and social outcomes of this dismantling result a New Dialogic pedagogy, a form of Anti- Racist Pedagogy, which promotes teaching for activism. Teaching for activism and awareness is paramount now; our divided country faces an uncertain future and it is our scholarly responsibility to address this. I end with a section on what I term rhetorical outliers. Through Inverse Enculturation and the idea of the community rhetor and vernacular rhetoric, I give examples of how those in the academy can partner with those in the community to combat the rise in white supremacy and hate groups. Through the use of responsible rhetoric, change can occur. ii DEDICATION This dissertation is dedicated to my dear family members that I have lost along the way. In 2002, I lost my father. Shortly after my high school graduation, my dad left this world. His death was untimely and devastating, but I learned a lot from loss at such a young age. I know he is watching me from Heaven, and I know he is very proud of me. I can feel his spirit daily. During my time as a PhD student at Clemson, I lost my Nana and uncle, whom I affectionally referred to as U.D. My Nana was my rock and was a great sense of comfort. I always talked to her daily, no matter where I was currently living in the world. She was so proud of me. U.D. stepped in to guide me as a father would, and I miss him dearly. To the best dad, grandmother, and uncle – this is for you. I love you all so much, but I take comfort in knowing I will see you again one day. iii ACKNOWLEDGMENTS …the inner light will shine forth from us, and we’ll need no other light. -Goethe To my mom, Catherine Whittington Adams, my aunt, Shelia A. Whittington, and to Dee Dolin, I love you so much. Thank you for believing in me and for supporting me as I have engaged in many years of schooling and traveled the world. You have taught me bravery, graciousness, and to see beauty in all things. As I left for college in 2002, my mom packed a Nietzsche book in my belongings, and that served as a catalyst, leading me to pursue both a life of the mind a life of experiences. To Dr. Cameron Bushnell, my chair—you are a saint. I hope to one day be like you. A pillar of light, your kindness, compassion, and intelligence are unparalleled. Your poise and graciousness serve as a model to everyone around you. To the rest of my amazing committee, Dr. David Blakesley, Dr. Abel Bartley, and Dr. Mike Coggeshall, I am eternally grateful. Thank you. Dr. Blakesley, your humor and huge heart have meant the world to me. Dr. Steven B. Katz, words cannot express your influence in my life. A true scholar, gentleman, friend, and colleague. We will always have Proust! To Dr. Cynthia Haynes, Dr. Aga Skrodzka, Dr. Walt Hunter, and Dr. Jordan Frith, thank you for your support and kindness. I would also like to thank my loving “posse”: Eda Özyesilpinar, Diane Quaglia Beltran, Charlotte Lucke, and Oyn Wahyurini. I also want to extend gratitude to Camille Cooper, P.k. Adithya, Dale of Nick’s Bar, iv Rodger Bishop, Westley Barnes, Cody Hunter, Victoria Houser, Shauna Chung, Sarah Richardson, and Eric Hamilton. To Dr. Victor Vitanza, thank you for accepting me into RCID—you are the best! Lastly, to Dr. Brian Gaines, my partner in all things. Thank you for your love and constant support. You have believed in my scholarly voice from the very beginning, and that is worth more than gold. v TABLE OF CONTENTS Page TITLE PAGE ....................................................................................................... i ABSTRACT ......................................................................................................... ii DEDICATION ..................................................................................................... iii ACKNOWLEDGMENTS .................................................................................. iv-v CHAPTERS I. ESTABLISHING EXIGENCY: WHITE SUPREMACY ON THE RISE.1 Rhetoric, Racial Hate, and Dissension ......................................... 8 Highlighting the Exigency ........................................................... 13 White Supremacy Sentiments in California ................................ 15 Moving to the Former Confederacy ............................................ 21 II. THE STAR-SPANGLED CROSS AND THE FIELD OF PURE WHITE: THE CONFEDERATE BATTLE FLAG, SEMIOTICS, AND RHETORIC ................................................................................. 28 Silent Sam ................................................................................. 29 Studying the Confederate Battle Flag as a Symbol .................... 32 The Confederate Battle Flag and Semiotics ............................... 35 Rhetorical Invention and the Confederate Battle Flag ................ 40 History as a Monologic Force ..................................................... 41 Kappa Alpha Order’s Connection to the Symbol of the Confederate Battle Flag ............................................. 49 Kappa Alpha Order and History ................................................. 54 Kappa Alpha Order and Old South Functions ............................ 64 Rhetorical Overview ................................................................... 67 Looking Ahead ........................................................................... 70 III. THE BURDEN OF THE BURDEN OF PROOF: RHETORICALLY ANALYZING ALT-RIGHT LITERATURE .................................... 72 vi The Alt-Right and Victimhood ..................................................... 74 Defining Resentment .................................................................. 79 Analyzing A Fair Hearing ............................................................ 82 The Last Big Battle of the Civil War ............................................ 90 Ground Zero at Charlottesville and League of the South ........... 95 A Brief Background of the Alt-Light ............................................ 98 The European Revolution ......................................................... 105 Metapolitics and White Supremacy .......................................... 110 Looking Forward ....................................................................... 114 IV. NEW DIALOGIC PEDAGOGY: FRACTURING AND LIQUIFYING THE FROZEN LOCI OF RESENTMENT RHETORIC .............. 118 Reading the Forum ................................................................... 124 New Dialogism: An Anti-Racist Pedagogy ............................... 131 Community-Based Approaches ................................................ 138 A Positive Disturbance ............................................................. 143 V. RHETORICAL OUTLIERS: OVERCOMING WHITE SUPREMACY ........................................................................... 155 Participatory Critical Rhetoric ................................................... 155 Vernacular Rhetoric .................................................................. 166 Doxxing ..................................................................................... 168 Old South .................................................................................. 175 Ethnography as a Rhetorical Tool ............................................ 183 Conclusion ................................................................................ 187 WORKS CITED .............................................................................................. 191 vii CHAPTER ONE ESTABLISHING EXIGENCY: WHITE SUPREMACY ON THE RISE In this country American means white. Everybody else has to hyphenate. -Toni Morrison I begin this chapter with a reading of Kenneth Burke by the rhetorician and scholar Cynthia Sheard. She begins
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