Myles Mason
Lecturer Course Director Communication- Education
PhD (2021) University of Colorado, Boulder
MA (2017) Syracuse University
BA (2015) Georgia Gwinnett College
- Specializations
Intersectionality, Rhetorical Studies, Digital Media, and Affect Studies
- Biography
Myles W. Mason, PhD, (he/they) is a Lecturer and Course Director at Georgia State University in Atlanta, Georgia, USA. Mason’s teaching and research emphasize intersectional identities and digital media to equip students with communication skills in an ever-changing public culture. He has received recognition for both teaching and research.
Mason holds a PhD in Communication from the University of Colorado, Boulder; an MA in Communication and Rhetorical Studies from Syracuse University; and, a BA in English, emphasis in Writing and Rhetoric, from Georgia Gwinnett College. Mason also holds a certificate of advanced study in Women’s and Gender Studies and a certificate of university teaching, both from Syracuse University
Mason was born and raised in what is known as Georgia, leaving the state for graduate school and returning for their first faculty appointment. At home, Mason enjoys watching bad reality television, cooking, and waiting on their rescue dog, Honey, hand and foot.
- Publications
Mason, Myles W. “Caucasity’s Affective Inertia: Gender and Property in Scenarios of Emboldened Whiteness.” Rhetoric and Public Affairs (forthcoming).
Mason, Myles W. “Establishing 911: Media Infrastructures of Affective Anti-Black, Pro-Police Dispositions.” Critical Studies in Media Communication 39, no. 5. (June 2022). 394-407. https://www.tandfonline.com/doi/full/10.1080/15295036.2022.2086991
Mason, Myles W. “Considering Meme-Based Non-Fungible Tokens’ Racial Implications.” M/C Journal 25, no. 2 (April 2022). n.p. https://journal.media-culture.org.au/index.php/mcjournal/article/view/2885
Mason, Myles W. “Embracing a ‘Big, Black Ass’ at a ‘Tiny, Tiny Ass Desk’: Lizzo’s Affective Performance of Choric Self-Love.” WSQ: Women’s Studies Quarterly 50, no. 1/2. (March 2022). 267-282. https://muse.jhu.edu/article/852056