• 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.

Critical Communication Pedagogy in the Classroom
Critical communication pedagogy in the classroom

Language names our reality—even where our most introductory textbooks fall prey to representational understandings of language (the old saw, “language is abstract, arbitrary, and ambiguous”), we can recognize instances where language isn't simply representational. We bristle when we hear our students retort “But that's just a word” or “If the author means ‘teaching,’ then why not just say that?” or “‘Handicapped’ or ‘person with a disability’—same difference—one's just more ‘PC’ than the other.” Sometimes it's their tone that makes us bristle—our felt sense that they think we're wasting their time or playing games—but more to the point, it's that the words we use really do matter. Words do more than state fact, do more ...

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