Abstract
Most of us who work in universities are accustomed to the tripartite division of our efforts into scholarship, teaching and service. We know that these areas are not regarded equally in the profession at large nor in our individual institutions. However commonplace this division and privileging, the practices that constitute our professional lives are historically and culturally constructed and supported by a set of rhetorical practices that are largely unexamined yet alterable. If we are to think about re-conceiving our professional work, then, we might well begin by attending more carefully to the rhetorical constructions that inscribe these divisions and keep them in place. Thus, in this paper I want to sketch out some of the historical threads that seem to be still influencing both our rhetoric and our conceptionalizations of the professional work of educators, and to suggest an alternative way of imagining that work.
Journal Title
Iowa Journal of Communication
Volume
27
Issue
1
First Page
74
Last Page
90
Language
en
File Format
application/pdf
Recommended Citation
Marshall, Margaret J.
(1995)
"Re-imagining "Intellectual Work": Historical Conceptions and Rhetoric,"
Iowa Journal of Communication: Vol. 27:
No.
1, Article 12.
Available at:
https://scholarworks.uni.edu/ijc/vol27/iss1/12
Copyright
©1995 Iowa Communication Association
