Emily Legg

Emily Legg is an Associate Professor in the Department of English at Miami University, College of Arts and Science. A citizen of the Cherokee Nation, she integrates Indigenous epistemologies into her research and teaching, focusing on decolonizing methodologies, storytelling, and intercultural rhetorics. She is deeply committed to relational, reciprocal, and community-based pedagogy.

Her research centers on Indigenous rhetorical practices, particularly Cherokee storytelling as a decolonial and materialist research method. She applies these methodologies to archival recovery, digital writing, and professional communication. Her work challenges hierarchical academic structures and promotes inclusivity, equity, and cultural recognition in writing studies. She teaches courses such as Digital Rhetorics, Visual Rhetorics, Intercultural Rhetorics, and Professional Writing at both undergraduate and graduate levels.

Emily Legg's publications reflect a strong trajectory in Indigenous and cultural rhetorics, with a focus on historical recovery, decolonial theory, and interdisciplinary collaboration. Her recent and forthcoming works engage with Cherokee educational history, posthuman praxis, and Indigenous UX design, demonstrating a consistent commitment to centering Indigenous voices in rhetoric and composition.

• Ph.D., English, Purdue University, 2016
• M.A., Rhetoric and Composition, Purdue University, 2011
• B.A., Literary and Cultural Studies, University of Oklahoma, 2005

She has published in leading journals such as College Composition and Communication and Composition Studies, and her book Stories of our Living Ephemera is forthcoming with Utah State Press. She collaborates with scholars like Adam Strantz and Patricia Sullivan on projects that bridge technical communication and Indigenous knowledge systems. Emily is also developing future research on Cherokee women writers, matriarchal practices, and traditional crafts as rhetorical acts.

Emily Legg advises students in rhetoric and composition and fosters inclusive classroom environments where students co-construct knowledge. While no formal list of advisees is provided, her mentorship is evident in her pedagogical philosophy and collaborative scholarship. She is actively involved in curriculum development that centers marginalized voices and promotes participatory learning.

She is affiliated with research communities focused on Indigenous methodologies and digital rhetorics, and her work contributes to broader conversations in composition studies, technical communication, and decolonial scholarship. Though not explicitly mentioned, her projects imply engagement with community-based research teams and interdisciplinary networks.