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As students participate in corporate communication classes, they may, on occasion, use the term culture to make sense of their experiences. The authors use Mino's idea of a learning paradigm to shift the emphasis away from teaching traditional theories of culture and use student-centered experiences to teach culture as an expressive practice. Using instances drawn from their own classrooms, the authors show how students can recognize the value of understanding their role in creating culture each time they choose how to act, how to evaluate others' behavior, and whether to label what is going on as cultural.AS A RESPONSE to the strong current carrying culture in new directions, we embarked on a research endeavor to explore the challenges we felt, as instructors, to more carefully define and delineate how we teach the concept of culture. The objective of this article is to propose an alternative treatment to the concept of culture, one that suggests an expressive quality that encourages students to think critically about basic beliefs related to how people and business settings operate. We examine specific instances of student communication to assess how the process of communication about culture affected interaction in specific classroom situations. Based on this analysis, we identify a pedagogical strategy that incorporates and builds on the need to reconsider the ways and means by which we utilize the term culture in our classrooms, specifically focusing on what Mino (2001) describes as a learning paradigm. That is, we shift the emphasis away from teaching at NORTHERN KENTUCKY UNIV on June 21, 2015 bcq.sagepub.com Downloaded from

Participants of New England town meeting must follow protocols to participate in this direct democratic process. Over the past 200 years, the protocols have been enacted and adapted by participants in small towns across the region. Within annual meetings, one can find small breaches that could be interpreted as playful acts. In this paper, we use the comic frame as a theoretical lens to interpret instances of such play within the rhetorical deliberation of one New England town meeting. We analyze two instances where speakers playfully use recognized parts of town meeting to achieve their rhetorical ends. We conclude with a discussion of the way play can help accomplish identification in public discourse.

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