Michelle Holling (2007)
Assistant Professor of Communication
Email: mholling@csusm.edu
Phone: (760) 750-8576
Office: Craven
Dr. Holling earned an interdisciplinary Ph.D. in Communication from Arizona State University and her M.A. and B.A. in Communication from San Francisco State University. She teaches courses in rhetorical studies namely Rhetorical Theory and Principles of Argument. As well she plans to develop courses regarding (Self)-Representations of Chicana/o-Latina/os in Film, Rhetorical Criticism, and Feminist and/or Chicana/o-Latina/o Rhetoric. Her scholarly interests center on the constitutive dimension of mainly vernacular discourses that construct notions of Chicana/o identity and community, on representations of ethnicity and gender, and on the ideological dimensions in social-political issues.
Some of her recent scholarship includes:
Holling, M. A. & Calafell, B. M. (2007). Identities on Stage and Staging Identities: ChicanoBrujo Performances as Emancipatory Practices. Text & Performance Quarterly, 27, 58-83.
Holling, M. A. (2006). Forming oppositional social concord to proposition 187 and squelching social discord in the vernacular space of CHICLE. Communication and Critical/Cultural Studies Journal, 3 (#3), 202-222.
Holling, M. A. (2006). El Simpático boxer: Underpinning Chicano masculinity with a rhetoric of familia in Resurrection Blvd. Western Journal of Communication, 70 (#2), 91-114. Note: Lead Article; Essay received B. Aubrey Fisher Award for Outstanding Journal Article in 2007.
Holling, M. A. & Rodriguez, A. (2006). Negotiating our way through the gates of academe. Journal of Latinos and Education, 5 (#1), 49-64.
Holling, M. A. (2006). The critical consciousness of Chicana &er; Latina students: Negotiating identity amidst socio-cultural beliefs and ideology. In Chicana/Latina education in everyday life: Feminista perspectives on pedagogy and epistemology (D. Delgado Bernal, C. A. Elenes, F. E. Godinez, & S. Villenas (Eds.)), New York: SUNY Press, pp. 81-94. Note: Edited book collection earned the "2006 Critics Choice Award" from the American Educational Studies Association.
