23 Critical Communication Pedagogy

“Yes, and … ”: continuing the scholarly conversation about immigration and higher education

“…They draw on hooks's (1994) discussion of education as the practice of freedom, gesturing toward dialogic pedagogy as a social justice imperative to enact empathy and understanding. As educators invested in a critical performative pedagogy, we echo this call, an appeal similar to those made by Conquergood (1985) and Fassett and Warren (2006). We are committed to the ethics of dialogic performance to create more just spaces in higher education.…”

“Your fears are appreciated here”: Exploring a humanistic approach to public speaking instruction

“…The process-product paradigm, which has informed a considerable amount of instructional communication scholarship, has largely cast the teacher-student relationship in terms of determining which instructional techniques/methods best maximize pre-defined indicators of student achievement. More recent work, however, predominantly from critical communication scholars (e.g., Alley-Young, 2005;Cooks, 2010;Fassett & Warren, 2007;Hendrix, Jackson, & Warren, 2003;Sprague, 1992Sprague, , 1993Warren, 2010), has highlighted the limitations of the paradigm and given much needed consideration to a host of socio-communicative phenomena that likewise affect the teaching and learning context. The humanistic approach, such as the one characterized in this report, similarly marks a sharp departure from traditional communication pedagogy by dedicating generous attention to the developmental needs, interests, and personal histories of individual students.…”

Critical Autoethnography, Education, and a Call for Forgiveness

“…Berry (2016), Fassett and Warren (2007), and Pelias (2004) represent vulnerable selves in educational contexts and describe their mishaps-and even failings-as students, colleagues, and/or instructors.…”