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University of Colorado
1.
Hanchey, Jenna N.
A Postcolonial Analysis of Peace Corps Volunteer Narratives: The Political Construction of the Volunteer, Her Work, and Her Relationship to the ‘Host Country National’.
Degree: MA, 2012, University of Colorado
URL: https://scholar.colorado.edu/comm_gradetds/24 
► This thesis analyzes how Peace Corps recruitment practices and materials construct narratives of Peace Corps experience in terms of nation, race, and gender. In…
(more)
▼ This thesis analyzes how Peace Corps recruitment practices and materials construct narratives of Peace Corps experience in terms of nation, race, and gender. In addition to nine Peace Corps recruitment pamphlets and one book of returned volunteer stories, I collected data through ethnographic methods. Analysis of this data focuses on how these narratives relate to, serve to (re)present, and potentially (re)construct the volunteer, her work, and relationship to the ‘Host Country National.’ Using a postcolonial lens, I explore the degree to which these Peace Corps narratives serve a neo- or anti-colonial function. In addition, I analyze my own implication in the neocolonial process and discursive reinforcement of hegemony by engaging with postcolonial self-reflexivity in my writing. In Chapter II, I aver that Peace Corps recruitment materials serve to reinscribe the normative American as white-bodied. In Chapter III, I argue that the way volunteers construct narratives of ‘effective service’ centers American perspectives and functions imperialistically. Additionally, I argue that this narrative is ruptured, and the neocolonial implications destroyed, when the intercultural relationship is centered rather than the American, or indeed the Host Country culture. Next, in Chapter IV, I argue that the American exceptionalism necessary to have the ability to ‘empower’ others is based not only on Americanness, but also whiteness and masculinity. Finally, in Chapter V, I argue that the Peace Corps experience itself, though based in privilege, creates the possibility for subverting dominant narratives.
Advisors/Committee Members: Lisa A. Flores, Karen L. Ashcraft, Bryan C. Taylor.
Subjects/Keywords: decolonialism; intersectionality; masculinity; Peace Corps; postcolonial theory; whiteness; Communication; Critical and Cultural Studies; Gender, Race, Sexuality, and Ethnicity in Communication
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APA (6th Edition):
Hanchey, J. N. (2012). A Postcolonial Analysis of Peace Corps Volunteer Narratives: The Political Construction of the Volunteer, Her Work, and Her Relationship to the ‘Host Country National’. (Masters Thesis). University of Colorado. Retrieved from https://scholar.colorado.edu/comm_gradetds/24
Chicago Manual of Style (16th Edition):
Hanchey, Jenna N. “A Postcolonial Analysis of Peace Corps Volunteer Narratives: The Political Construction of the Volunteer, Her Work, and Her Relationship to the ‘Host Country National’.” 2012. Masters Thesis, University of Colorado. Accessed March 05, 2021.
https://scholar.colorado.edu/comm_gradetds/24.
MLA Handbook (7th Edition):
Hanchey, Jenna N. “A Postcolonial Analysis of Peace Corps Volunteer Narratives: The Political Construction of the Volunteer, Her Work, and Her Relationship to the ‘Host Country National’.” 2012. Web. 05 Mar 2021.
Vancouver:
Hanchey JN. A Postcolonial Analysis of Peace Corps Volunteer Narratives: The Political Construction of the Volunteer, Her Work, and Her Relationship to the ‘Host Country National’. [Internet] [Masters thesis]. University of Colorado; 2012. [cited 2021 Mar 05].
Available from: https://scholar.colorado.edu/comm_gradetds/24.
Council of Science Editors:
Hanchey JN. A Postcolonial Analysis of Peace Corps Volunteer Narratives: The Political Construction of the Volunteer, Her Work, and Her Relationship to the ‘Host Country National’. [Masters Thesis]. University of Colorado; 2012. Available from: https://scholar.colorado.edu/comm_gradetds/24
University of Colorado
2.
Chorley, Sarah K.
Negotiating Organizational Identity with Obsessive-Compulsive Disorder.
Degree: PhD, 2018, University of Colorado
URL: https://scholar.colorado.edu/comm_gradetds/79
► This organizational communication research study investigates the ways in which individuals with obsessive-compulsive disorder (OCD) narratively negotiate their organizational identities. Thirty-four adults with OCD were…
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▼ This organizational communication research study investigates the ways in which individuals with obsessive-compulsive disorder (OCD) narratively negotiate their organizational identities. Thirty-four adults with OCD were interviewed, and the findings from this study suggest that participants drew on a particular set of discursive resources to account for, justify, or explain their organizational behavior, organizational or career position, manifestations of OCD, misconceptions of OCD, and the stigmatic identity of being “mentally ill.” These discursive resources include <i>normalcy, organizing and economy, medicine, </i>and <i>personal life scripts.</i> Theoretically, this study has implications for the ways in which OCD, identity, and organizational communication are studied. The practical application of this study is a communication intervention for adults in intensive treatment for OCD, which includes recommendations for the meaning management of discursive resources in the workplace.
Advisors/Committee Members: Timothy R. Kuhn, Karen L. Ashcraft, Lawrence R. Frey, Jody Jahn, Amy Wilkins.
Subjects/Keywords: applied communication research; discursive resources; narrative identity; obsessive-compulsive disorder; organizational communication; Communication; Mental and Social Health
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APA (6th Edition):
Chorley, S. K. (2018). Negotiating Organizational Identity with Obsessive-Compulsive Disorder. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/comm_gradetds/79
Chicago Manual of Style (16th Edition):
Chorley, Sarah K. “Negotiating Organizational Identity with Obsessive-Compulsive Disorder.” 2018. Doctoral Dissertation, University of Colorado. Accessed March 05, 2021.
https://scholar.colorado.edu/comm_gradetds/79.
MLA Handbook (7th Edition):
Chorley, Sarah K. “Negotiating Organizational Identity with Obsessive-Compulsive Disorder.” 2018. Web. 05 Mar 2021.
Vancouver:
Chorley SK. Negotiating Organizational Identity with Obsessive-Compulsive Disorder. [Internet] [Doctoral dissertation]. University of Colorado; 2018. [cited 2021 Mar 05].
Available from: https://scholar.colorado.edu/comm_gradetds/79.
Council of Science Editors:
Chorley SK. Negotiating Organizational Identity with Obsessive-Compulsive Disorder. [Doctoral Dissertation]. University of Colorado; 2018. Available from: https://scholar.colorado.edu/comm_gradetds/79
University of Colorado
3.
Burk, Nicholas R.
The Communicative Accomplishment of Knowledge in Collaborative Work: Texts, Conversations, and Social Material Practices.
Degree: PhD, 2018, University of Colorado
URL: https://scholar.colorado.edu/comm_gradetds/82
► Over the past thirty years, science research in the U.S. has faced increasing demand for collaboration across disciplinary and organizational divides, with varying success. This…
(more)
▼ Over the past thirty years, science research in the U.S. has faced increasing demand for collaboration across disciplinary and organizational divides, with varying success. This dissertation study traces a federal research laboratory facility through organizational changes implemented toward achieving greater cross-disciplinary collaborative capacity. The particular interest driving this study is to discern and trace the role of disciplinary expert knowledge as a potential resource and/or obstacle for situated, collaborative problem-solving. To examine the mitigating role of expert knowledge toward the achievement of problem-centered collaborative knowing, I study laboratory and building management meetings involving a committee of scientists and building workers representing a number of research units and building systems workers. Through participant-observation during these collaborative management meetings, and by asking follow-up questions during interviews with those involved, I document the collaborative communication and resulting texts produced by the committee as they raise, discuss and resolve the building and laboratory issues experienced during these organizational changes. Key findings center on the way that collaborative talk became encoded into organizing texts that provided a common vision of the organization and collaborative work, by linking together and configuring organized meanings, narratives, practices, material (spatial and object) understandings and, in the process, specifying worker relationships. Together, these configurations resulted in a new type of expert knowledge: a textual compilation of building knowledge that replaced prior “silo-ed” laboratory-specific expert knowledge/practice combinations.
Advisors/Committee Members: Matthew A. Koschmann, Timothy R. Kuhn, Bryan C. Taylor, Karen L. Ashcraft, Paul M. Leonardi.
Subjects/Keywords: collaboration; communication as constitutive of organizing (cco); organizational communication; social materiality; problem-solving; Communication; Organizational Behavior and Theory
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APA ·
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APA (6th Edition):
Burk, N. R. (2018). The Communicative Accomplishment of Knowledge in Collaborative Work: Texts, Conversations, and Social Material Practices. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/comm_gradetds/82
Chicago Manual of Style (16th Edition):
Burk, Nicholas R. “The Communicative Accomplishment of Knowledge in Collaborative Work: Texts, Conversations, and Social Material Practices.” 2018. Doctoral Dissertation, University of Colorado. Accessed March 05, 2021.
https://scholar.colorado.edu/comm_gradetds/82.
MLA Handbook (7th Edition):
Burk, Nicholas R. “The Communicative Accomplishment of Knowledge in Collaborative Work: Texts, Conversations, and Social Material Practices.” 2018. Web. 05 Mar 2021.
Vancouver:
Burk NR. The Communicative Accomplishment of Knowledge in Collaborative Work: Texts, Conversations, and Social Material Practices. [Internet] [Doctoral dissertation]. University of Colorado; 2018. [cited 2021 Mar 05].
Available from: https://scholar.colorado.edu/comm_gradetds/82.
Council of Science Editors:
Burk NR. The Communicative Accomplishment of Knowledge in Collaborative Work: Texts, Conversations, and Social Material Practices. [Doctoral Dissertation]. University of Colorado; 2018. Available from: https://scholar.colorado.edu/comm_gradetds/82
University of Colorado
4.
Peters, Katherine Rose.
The Meeting Revisited: Emergent Events, (Dis)order, and Cultivating Organization.
Degree: PhD, 2017, University of Colorado
URL: https://scholar.colorado.edu/comm_gradetds/87
► Inspired by the recent publication of <i>The Cambridge Handbook of Meeting Science</i> and particularly Schwartzman’s (2015) concluding chapter, I write this dissertation to closely…
(more)
▼ Inspired by the recent publication of <i>The Cambridge Handbook of Meeting Science</i> and particularly Schwartzman’s (2015) concluding chapter, I write this dissertation to closely examine the order-disorder dynamic of meetings. Order represents momentary accomplishments or achievements in meeting events, which could always be otherwise. Disorder, on the other hand, represents the “local sense” of a meeting which both energizes and resists order. In order to study this order-disorder dynamic, I situate my work in the relational ontological turn, particularly DeLanda’s (2006) theory of assemblages. This ontological grounding provides the foundation for a perspective of meetings as emergent events, where order and disorder are emergent effects. This perspective further brings together two research traditions: the ethnography of communication (Hymes, 1972; Schwartzman, 1989) and the Montreal School in the communicative constitution of organization tradition (Cooren, 2010; Taylor & Van Every, 2000). With these perspectives together, I ask the question: How do meetings as emergent events cultivate the transient effects of organization and culture? My research design utilized ethnography and practices of the ethnography of communication to inform data collection and analysis. I conducted a four-year ethnography with a small nonprofit organization called Suicide Prevention Campaign, particularly focusing on their meetings, which tended to be held through hybrid or virtual means. For data analysis, I constructed a descriptive framework that involves: temporality, act dynamics, contingently obligatory relations, and emergent effects. In the analysis chapters, I use narratives to represents the eventfulness of meetings. I detail three ways that meetings as emergent events cultivate the transient effects of organization and culture: deciding, legitimizing, and presence-ing. Deciding demonstrates the power of repetition, documents, and rhythm in organizing meetings. I claim that legitimizing acts to drag disorder toward order, but not all disorder can be “transformed” because there are always excesses, surpluses, and supplements to order. Finally, I argue that hybrid meetings presence disorder in distractions, disruptions, and interruptions, which play an integral role in meetings by simultaneously energizing and resisting order. I conclude the work with a discussion of cultivation for design in applied research and several future directions in meeting science.
Advisors/Committee Members: David Boromisza-Habashi, Karen L. Ashcraft, Timothy Kuhn, William Penuel, Leah Sprain.
Subjects/Keywords: communicative constitution of organization; ethnography of communication; meetings; order and disorder; communication; Communication; Organizational Communication
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APA ·
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APA (6th Edition):
Peters, K. R. (2017). The Meeting Revisited: Emergent Events, (Dis)order, and Cultivating Organization. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/comm_gradetds/87
Chicago Manual of Style (16th Edition):
Peters, Katherine Rose. “The Meeting Revisited: Emergent Events, (Dis)order, and Cultivating Organization.” 2017. Doctoral Dissertation, University of Colorado. Accessed March 05, 2021.
https://scholar.colorado.edu/comm_gradetds/87.
MLA Handbook (7th Edition):
Peters, Katherine Rose. “The Meeting Revisited: Emergent Events, (Dis)order, and Cultivating Organization.” 2017. Web. 05 Mar 2021.
Vancouver:
Peters KR. The Meeting Revisited: Emergent Events, (Dis)order, and Cultivating Organization. [Internet] [Doctoral dissertation]. University of Colorado; 2017. [cited 2021 Mar 05].
Available from: https://scholar.colorado.edu/comm_gradetds/87.
Council of Science Editors:
Peters KR. The Meeting Revisited: Emergent Events, (Dis)order, and Cultivating Organization. [Doctoral Dissertation]. University of Colorado; 2017. Available from: https://scholar.colorado.edu/comm_gradetds/87
University of Colorado
5.
Gordon, Constance.
Troubling "Access": Rhetorical Cartographies of Food (In)justice and Gentrification.
Degree: PhD, 2018, University of Colorado
URL: https://scholar.colorado.edu/comm_gradetds/78
► This dissertation explores the rhetorical and spatiotemporal relationships between food politics and gentrification in the contemporary U.S. developing city foodscape. Specifically, I explore a…
(more)
▼ This dissertation explores the rhetorical and spatiotemporal relationships between food politics and gentrification in the contemporary U.S. developing city foodscape. Specifically, I explore a seemingly innocent, yet incredibly powerful key term for the food movement today: “access.” The concern over adequate food access for the food insecure has become a national conversation, as everyone from governments to corporations, non-profits to grassroots advocates, have organized interventions to bring healthy food to those most in need. In rapidly developing cities, however, these politics have become particularly complicated, as new food amenities often index or contribute to gentrification, including the displacement of the very people supposedly targeted for increased food access. Often mobilized through discursive frames of deficit—the “food desert,” the “nutritional wasteland,” the “unhealthy” body, or the “blighted” neighborhood—many food policy interventions discursively construct scarce space and, therefore, conclude the solution is that these spaces need to be filled with food amenities (stores, markets, and more). The trouble, however, is in articulations of food access, legacies of ecological, colonial, racial, and class-based inequity are smoothed over in favor of a future that may not include many long-time residents. Further, the voices of marginalized communities most impacted, too often, are ignored. My analysis traverses relations between national, municipal, and grassroots interventions, focusing more specifically on development and environmental (in)justice in northeast Denver,
Colorado. I utilize mixed-methods—including textual analysis of food access maps, public policy, and media, as well as rhetorical field methods through participant observation and interviews—to trace discursive articulations of “access” and the imaginative politics of food systems change. Drawing on an interdisciplinary cultural studies perspective, my analysis is situated at the conjuncture in which U.S. food politics and gentrification collide. In addition to critiquing dominant food movement discourses, I also identify counterhegemonic organizing that resists food gentrification through constituting a relational, intersectional food justice movement. Their advocacy critically interrupts dominant discourses to organize around abundance, fosters fusion between issues and experiences of violence to hear a wider range of voices, and remaps the city in the hopes of creating a more just food future.
Advisors/Committee Members: Phaedra C. Pezzullo, Lisa A. Flores, Karen L. Ashcraft, Tiara R. Na'puti, Peter Simonson.
Subjects/Keywords: deficit metaphor; environmental communication; food desert; food justice; gentrification; organizing; Environmental Law; Geography; Rhetoric
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APA ·
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MLA ·
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CSE |
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Manager
APA (6th Edition):
Gordon, C. (2018). Troubling "Access": Rhetorical Cartographies of Food (In)justice and Gentrification. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/comm_gradetds/78
Chicago Manual of Style (16th Edition):
Gordon, Constance. “Troubling "Access": Rhetorical Cartographies of Food (In)justice and Gentrification.” 2018. Doctoral Dissertation, University of Colorado. Accessed March 05, 2021.
https://scholar.colorado.edu/comm_gradetds/78.
MLA Handbook (7th Edition):
Gordon, Constance. “Troubling "Access": Rhetorical Cartographies of Food (In)justice and Gentrification.” 2018. Web. 05 Mar 2021.
Vancouver:
Gordon C. Troubling "Access": Rhetorical Cartographies of Food (In)justice and Gentrification. [Internet] [Doctoral dissertation]. University of Colorado; 2018. [cited 2021 Mar 05].
Available from: https://scholar.colorado.edu/comm_gradetds/78.
Council of Science Editors:
Gordon C. Troubling "Access": Rhetorical Cartographies of Food (In)justice and Gentrification. [Doctoral Dissertation]. University of Colorado; 2018. Available from: https://scholar.colorado.edu/comm_gradetds/78
University of Colorado
6.
Ruiz-Mesa, Kristina.
Discourses of Difference: Communicating Diversity in U.S. Higher Education.
Degree: PhD, Communication, 2016, University of Colorado
URL: https://scholar.colorado.edu/comm_gradetds/68
► This research focused on institutional framings of diversity in mission statements and communicative practices of chief diversity officers (CDOs) in U.S. institutions of higher education.…
(more)
▼ This research focused on institutional framings of diversity in mission statements and communicative practices of chief diversity officers (CDOs) in U.S. institutions of higher education. Grounded in applied communication scholarship, this project investigated how CDOs employ communicative practices in formal and informal settings to inform institutional policies and practices related to diversity and inclusion. To document dominant framings of diversity used by campus leaders, a content analysis of institutional mission and diversity statements (N = 50) was conducted. The findings showed that diversity is framed in those statements as inclusive excellence, social justice, and required legally. To explore the connection between those framings and CDOs’ communicative practices related to institutional diversity work, in-depth interviews (N = 25) were conducted with CDOs. Interviewees provided examples of how CDOs employ communicative practices in formal communication settings through audience analysis, personal distancing, persuasive storytelling, and reflexive questioning. Additionally, CDOs used informal micropractices of collaboration and relationship building, identity work, and coping with microaggressions to garner campus support and to gain allies for their campus diversity and inclusion efforts. The contributions of these findings to applied communication scholarship are discussed with regard to new concepts that are offered for understanding and improving CDOs’ communication to promote greater equity and inclusion in higher education.
Advisors/Committee Members: Timothy R. Kuhn, Lawrence R. Frey, Michele Moses, Karen L. Ashcraft, Brenda J. Allen.
Subjects/Keywords: applied communication; chief diversity officers; communicative practices; diversity; higher education; inclusion; Communication; Higher Education; Higher Education Administration
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APA ·
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APA (6th Edition):
Ruiz-Mesa, K. (2016). Discourses of Difference: Communicating Diversity in U.S. Higher Education. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/comm_gradetds/68
Chicago Manual of Style (16th Edition):
Ruiz-Mesa, Kristina. “Discourses of Difference: Communicating Diversity in U.S. Higher Education.” 2016. Doctoral Dissertation, University of Colorado. Accessed March 05, 2021.
https://scholar.colorado.edu/comm_gradetds/68.
MLA Handbook (7th Edition):
Ruiz-Mesa, Kristina. “Discourses of Difference: Communicating Diversity in U.S. Higher Education.” 2016. Web. 05 Mar 2021.
Vancouver:
Ruiz-Mesa K. Discourses of Difference: Communicating Diversity in U.S. Higher Education. [Internet] [Doctoral dissertation]. University of Colorado; 2016. [cited 2021 Mar 05].
Available from: https://scholar.colorado.edu/comm_gradetds/68.
Council of Science Editors:
Ruiz-Mesa K. Discourses of Difference: Communicating Diversity in U.S. Higher Education. [Doctoral Dissertation]. University of Colorado; 2016. Available from: https://scholar.colorado.edu/comm_gradetds/68
. 
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