Sarah Bishop Publishes Essay in Two Top Journals

Sarah Bishop, a doctoral student in the Department of Communication, has an essay coming out in the May, 2013 issue of the Journal of Intercultural Communication Research entitled, “Welcome Home: Examining Power and Representation in the United States and Immigration Services’ Guide for New Immigrants.”  Bishop’s essay analyzes how the book, Welcome to the United States: A Guide for New Immigrants, promotes discourses of governmental safety and sovereignty in favor of shaping new immigrant arrivals into normative United States citizens.  It examines the guide’s visual and textual inclusions and exclusions in order to hone in on the methods used to create a sense of ignorance in the reader, the techniques through which the United States government represents itself as the ultimate helpmate, and the efforts to condone immigrant normativity by describing repeatedly what “most people” in the United States want, have, or do.  Finally, Bishop discusses the broader implications of government sanctioned authoritative messages directed toward newly arriving immigrants in the United States.   
Bishop’s second essay “The Rhetoric of Study Abroad: Perpetuating Expectations and Results Through Technological Enframing” has been published “Online First” for the Journal of Studies in International Education. It will appear in hard copy this year in a forthcoming issue. 

In this essay Bishop examines the preparatory and reflective online rhetoric available to potential and past academic travelers at the university level.  Utilizing Heidegger’s notion of the ways in which technological processes “enframe” human experiences, Bishop scrutinizes the visual and verbal rhetoric found on the websites of the three U.S. universities that sent the most students abroad during the 2009-10 school year.  Her analysis provides a critical look at the websites’ (over)emphasis on “first hand” cultural immersion, promises for transformative experiences, tendencies for suggesting cultural homogeny, and dichotomies in depictions of skin color.  Moreover, Bishop observes the ways in which program administrators perpetuate a specific experience by encouraging study abroad alumni to provide particular types of testimonials to be uploaded to the website (a practice often complicated by prize offers).  This essay works to extend Bishop’s continued efforts to navigate the ways in which international academic travel functions as a mediated, value-laden experience.