Bringing together prominent scholars in the field of organizational communication to examine the relationship between difference and organizing, this book explores the concept in a comprehensive and systematic way. Part I explores numerous ways in which difference can be critically examined as a communicative phenomenon; Part II addresses how best to teach difference, including pragmatic recommendations for explaining the topic and making it relevant to students’ lives; and Part III broadly examines difference as a central construct in applied organizational communication research. Ultimately, the book serves to carve out a new agenda for studies of difference and organization, and it challenges instructors and students alike to think about and explore difference in a more complex and productive manner.
Chapter 5: Critical Communication Pedagogy as a Framework for Teaching Difference and Organizing
Critical Communication Pedagogy as a Framework for Teaching Difference and Organizing
As organizational communication scholars increasingly respond to calls to investigate difference and organizing, I urge them to heed a parallel and equally pressing need to incorporate difference into their teaching. Scholars and teachers should strive to help students understand how varying dimensions of social identity articulate with one another, with a focus on the consequences of those articulations for organizing (Simpson & Allen, 2006). While difference is a focus of study in several fields, communication scholars can offer students a uniquely communicative understanding of these issues and how humans (re)produce them. Such an approach can provide pivotal insight and understanding to prepare students ...