Prof Edgar

Amanda Nell Edgar


Art & Communication Bldg 231
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Dr. Edgar joined the faculty in 2015. Her research focuses on the intersection of media studies and contemporary rhetoric, with a focus on music, sound, and identity. She specializes in issues of race, racism, whiteness, and anti-Blackness as they intersect with other identities, particularly gender and class. Methodologically, Dr. Edgar works with traditional rhetorical/textual approaches, cultural studies approaches to reception and fan studies, and innovative digital approaches to interrogating vocal sound. Dr. Edgar is interested in mentoring MA- and PhD-level graduate students whose interests lie in critical identity studies and popular culture, and she has also worked occasionally with undergraduates in their early research endeavors. Recently, Dr. Edgar was awarded the Janice Hocker Rushing Early Career Research award from the Southern States Communication Association, and she has two new books available with Lexington Books and the Ohio State University Press.


Ph.D., University of Missouri, 2015
M.A., University of Arkansas, 2011
M.S., Fort Hays State University, 2008
B.A., Friends University, 2004

Sample Publications

Edgar, A. N. (2019). Culturally speaking: The rhetoric of voice and identity in a mediated culture. Columbus, OH: The Ohio State University Press.

Edgar, A. N. & Johnson, A. E. (2018). The struggle over Black Lives Matter and All Lives Matter. Lanham, MD: Lexington Books. 

Edgar, A. N. & Holladay, H. W. (2019). "Everybody's hard times are different": Country as a political investment in white masculine precarity. Communication and Critical/Cultural Studies. doi: 10.1080/14791420.2019.1638952

Edgar, A. N. & Rudrow, K. J. (2018). "I think of him as an ancestor": Tupac fans and the intimacy of pop cultural heritage. Communication, Culture & Critique. doi: 10.1093/ccc/tcy032
*Co-Authored with UofM Doctoral Student

Edgar, A. N. (2017). The rhetoric of auscultation: Corporeal sounds, mediated bodies, and abortion rights. Quarterly Journal of Speech, 103(4), 350-371. doi: 10.1080/00335630.2017.1360510