• 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.

Compromise and Commitment: Critical Communication Pedagogy as Praxis
Compromise and commitment: Critical communication pedagogy as praxis

This chapter asks: How does critical communication pedagogy look in the classroom? What does it mean to do this work, to take it up in our teaching and studenting bodies, to make it matter in the moment of “articulate contact in the classroom” (Nainby, Warren, & Bollinger, 2003)? This chapter explores our experiences in the classroom, considers how we succeed and, inevitably, fail in our efforts to nurture and sustain critical communication pedagogy. Moreover, we contend that it is dangerous to separate teaching from research, when they are always in tension, in relation, and mutually informing. We have much to learn from both, taken together, and, as Boyer's (Boyer, 1997; ...

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