• Summary
  • Contents
  • Subject index

In this autoethnographic work, authors Deanna L. Fassett and John T. Warren illustrate a synthesis of critical pedagogy and instructional communication, as both a field of study and a teaching philosophy. Critical Communication Pedagogy is a poetic work that charts paradigmatic tensions in instructional communication research, articulates commitments underpinning critical communication pedagogy, and invites readers into self-reflection on their experiences as researchers, students, and teachers.

Naming a Critical Communication Pedagogy
Naming a critical communication pedagogy

Prologue: A moment, a turn of the phrase, an opportunity

“Why can't we talk through this, rather than around it?”

It was a simple critique of my course—even as it was coded and couched as anything but. That is, the critique wasn't supposed to be directed at me, but there, in a sense, was my body and in this moment, this turn of a phrase, I found myself looking at what I hoped to be an opportunity. The context doesn't matter as much as the phrase—put it in any context and it seems to work—the call for more talk about “it.” Sometimes this question refers to “real issues” or “something real”—like a mystery novel, one searches for the ...

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