Mordecai, Chandler. "'For Anyone Who Needs This': Methodological Reflections on Studying Healing Hashtags on TikTok.” Proposal accepted and manuscript submitted. Feminist Digital Methods. Forthcoming by Routledge.
Social media users are co-opting the platform TikTok to generate discussions of trauma and create healing spaces through content creation and platform interactions. In the following, I interview five content creators and document their experiences and motivations in using TikTok and developing healing-related content using the hashtag #HealingJourney. These content creators evoke a feminist ethic of care through specific feminist rhetorical strategies of reflection, community care, and disengagement. I present a framework for understanding feminist rhetorical healing on TikTok and the strategies that allow creators to negotiate their online identities, healing work, and use of technology. DOI: 10.37514/PEI-J.2026.28.2.02
In increasingly digitally and visually-oriented environments outside of the classroom, reflexive pedagogy and research frameworks are vital to promoting critical thinking and interpreting challenges in various writing and media. This begins with fostering learning environments that value community, collaboration, and encourage students to explore their positionalities. In ENGL 4605: Advanced Composition, undergraduate students actively explore their personal histories through multimodal image/text making assignments. The following sections are co-authored by students enrolled in ENGL 4605 and their instructor for the fall 2025 semester. We describe our methodological approaches to creating multimodal positionality poems. We identify how various digital composing practices informed our projects and expanded our viewpoints of writing. We reflect on the value of composing multimodal positionality poems as a critical entry point for articulating our identities as writers, creators, and researchers. Finally, we note how transforming poems into multimodal image/texts reconceives understandings of traditional writing and research practices.
In this article, I reflect on my pedagogical explorations of the intersections of writing, multimodality, literacy, and the creation of compositions in my undergraduate course,
ENC 1136: Multimodal Writing and Digital Literacy. This article features three student compositions from the course's Image/Text culminating project and details the pedagogical approaches I used to prepare students for this culminating project. I aim to share pedagogical steps to image/text-based multimodal composition and showcase exemplary student work. https://imagetextjournal.com/zines-pedagogical-reflections/
My article, “Confronting Institutionalized Misogyny: Reading Amelia Opie’s Adeline Mowbray in the #MeToo Era,” reassesses Amelia Opie’s (1769-1853) sentimental novel and protagonist through a #MeToo framework and considers the ways that gender, class, age, and race intersect and complicate post-Revolutionary narratives. Scholars have often focused on Adeline’s opinions and experiences, and on whether they reveal the novel’s radical or conservative principles while neglecting Opie’s representation of the impact of those principles on the individual lives of lower, middle, and upper-class women. I show how Opie’s Adeline Mowbray can be read as a pre-history of #MeToo, thus aligning Opie with more progressive movements despite the conservative overtones of her novel. Depicting trauma within family, marital, and social relationships, Adeline Mowbray becomes a cautionary tale set in a society that perpetuates gender inequalities and limits choices for women. http://ncgsjournal.com/issue201/mordecai.html
My article, #anxiety: A Multimodal Discourse Analysis of Narrations of Anxiety on TikTok, presents a framework for analyzing how content creators are utilizing TikTok’s algorithm and data-point ranking system to tag and distribute content on the platform, but also build communities of mental health awareness and support. Through a multimodal discourse analysis of the top 10 TikTok videos using the hashtag, #anxiety, this article seeks to establish how discussions of anxiety disorders are facilitated through the use of TikTok’s socio-technical features and affordances of visibility, editability, persistence, and association in order to build digital communities of support. Read full article here: https://doi.org/10.1016/j.compcom.2023.102763
This article is co-authored by members of a graduate seminar at the University of Florida. In this article, we document how a cultural rhetorics orientation to community engagement shaped our approach to immigrant activism in Florida.
This exhibit tells the largely unknown story of the life and accomplishments of Milton Duncan Garvey. Garvey immigrated as a young man from Barbados to Panama during the Canal construction and began working as a steward in the Tivoli Hotel and was a star cricket player. He later became an influential playwright in Panama and gained national recognition. His granddaughter, Nydia Thomas, has brought his story to light as part of her research into her family history. Ms. Thomas is the daughter of two Panamanians of West Indian descent who migrated to Texas. She is a lawyer who has dedicated her career to juvenile justice.
This exhibit is part of a collaborative oral history project undertaken by Pan Caribbean Sankofa , a division of CGM Cemetery Preservation Foundation and outreach, research, education, and advisory group, and the University of Florida Libraries to increase materials, resources, and visibility in documenting the voices and experiences of West Indians in the Panama Canal Museum Collection. This graduate seminar, Digitizing the Archive of Migration and Resistance, in the English Department at the University of Florida was approached by Pan Caribbean Sankofa to help expand on the research Ms. Thomas has completed. This exhibit is a pilot course for student participation in the Pan Caribbean Sankofa and Panama Canal Museum collaboration.
View Exhibit Here: arcg.is/0TminL
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