Lindquist's Class Ethos piece

Julie Lindquist argues that there isn't much difference between classrooms and barrooms, when it comes to rhetorical principles.  Using several examples of barroom discussions, Lindquist shows the significance of rhetorical "performances," in particular in a barroom where the bulk of the population is working class people.  She warns of a disconnect between middle class people and working class people that is so profound it greatly intervened in the leverage she tries to muster in an argument: she was an "outsider."  And although she admits some of the views expressed by the "regulars" at the bar were easily anticipated, Lindquist claims her flawed ethos, despite being amongst the "regulars," was problematic.  The barroom provided for her a way to peek into the thinking of working class people and take the temperature of their views.  Her classrooms, then, were able to include writing assignments that people and children of working class people could relate to.  I want to take her discussion of the barroom and its "rhetorical practices" to the barber shop or the nail shop.  What about the rhetorical practices in these facilities that serve the community without the attraction of alcohol?  These places have "regulars" and many if not the same topics can just as easily dominate discussions in the barber shop or the nail shop just as it does in the barroom.  Can the conversations that take place in these institutions be transcribed, thus giving teachers in these communities a means to connect with the rhetorical practices routinely displayed in the barber shop or the nail shop?  I think so  The rhetorical practices in barber shops can be just as stimulating as those in the barroom.  And they can provide compelling insight into their rhetorical practices and this information can inform the writing assignments for teachers in these areas.  I guess a better question is who would investigate this further?  I would.