Communication activism pedagogy and research: communication education scholarship to promote social justice

Frey, Lawrence R.; Palmer, David L.

doi:10.1080/03634523.2017.1290812

Cited by 14 publications

(6 citation statements)

References 6 publications

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“…This impediment compels them to take concerns beyond the boundaries of the school and into the community in the form of protests or other forms of civic engagement, such as walkouts, marches, or social-media campaigns (Fullam, 2017). Depending on the culture and norms of the school and community, such activities may be encouraged or met with sanctions or laws governing students-as-students and students-as-community-members (Frey & Palmer, 2017).…”

Section: Community Domain: Spaces In and Beyond The School For Antira...mentioning

confidence: 99%

Antiracism Education Activism: A Theoretical Framework for Understanding and Promoting Racial Equity

2022

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Although antiracism activism has contributed to substantive progress under certain circumstances and in certain contexts, little research attempts to theorize how antiracism activism is manifest across contexts. In this article, we explore individual and collective antiracist actions within and outside schools. We introduce a theoretical framework that identifies four domains of activism—policy, community, leadership, and teaching and learning—in which activists operate to make a positive difference in promoting racial equity and antiracism in education. The framework offers a systemic way of thinking about antiracist activism in education and the importance of recognizing that several aspects of antiracist activism usually conceived as distinct are interrelated within and across domains. Indeed, antiracist education activism must be understood holistically and systemically if we seek to dismantle the racism that is woven into every piece of the education system.

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Section: Community Domain: Spaces In and Beyond The School For Antira...mentioning

confidence: 99%

Antiracism Education Activism: A Theoretical Framework for Understanding and Promoting Racial Equity

2022

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“…Indeed, a common goal of college diversity and social justice courses is to help students gain social action skills (Adams et al, 2007) which prepares them for engaging in their communities and developing efforts to end social injustice. Frey and Palmer (2014) urge educators to teach students how to use disciplinary 'knowledge and resources (e.g. theories, research methods, pedagogies, and other practices) to work with community members to intervene into and reconstruct' the injustices they see (p. 8), a strategy available to those in all academic disciplines.…”

Section: Defining Social Justicementioning

confidence: 99%

From awareness to activism: Understanding commitment to social justice in higher education

Howard

Statham

Gilles

et al. 2022

Education, Citizenship and Social

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In this study, we examine the concept of social justice to provide greater clarity about how higher education might help students achieve more understanding about social justice and develop behaviors consistent with social change. We measured three dimensions of social justice: students’ recognition that inequality exists, their determination to do something, and their willingness to engage in actions that reduce inequality. Mean differences in scales tapping these views between students in introductory and capstone courses in six liberal arts disciplines—social work, sociology, psychology, criminal justice, gender studies, and communication—suggest variations in how students in these programs commit to social change. Capstone students consistently showed greater commitment to social justice compared to freshmen students. The most significant differences occurred in their willingness to take action. Patterns differed significantly within the six disciplines, and consideration is given to the emphasis placed on social justice within the six disciplines, as partially explaining the differences. These results suggest some modification to the notion in the literature that a ‘principal-implementation’ gap exists among adults in their commitment to social justice that tends to increase with maturation.

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“…Often borrowing from Freire (2003), these approaches share a common call for communication teachers to draw students' attention toward issues of power and injustice so that they can reflect on and act in ways that transform the world and themselves (Fassett & Warren, 2006). Despite the allure and value of critical pedagogy, many have acknowledged that few social science communication journals have published research that takes a critical approach to instruction (Fassett & Warren, 2006;Frey & Palmer, 2017;Kahl, 2017;Myers, 2019;see Makkawy & Moreman, 2019;Rudick et al, 2019, for exceptions). Addressing this lack of attention, scholars in Communication Education forums and special issues have discussed issues of diversity in instructional communication (Hendrix et al, 2016) and contemplated which questions, such as those stemming from a critical approach, remain unanswered in the field of communication education (Fassett & Nainby, 2019).…”

Section: Defining Cgpmentioning

confidence: 99%

Mad to the bone: learning outcomes of critical grief pedagogy

Willer¹,

Krebs²,

Castaneda

et al. 2020

Communication Education

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We outline critical grief pedagogy as a Mad feminist response to the silencing of loss that often occurs in academic spaces. This pedagogical framework creates openings for students to "break open the bone" of their own and others' losses, particularly through community-engaged learning and research. Using collaborative autoethnography, in this essay we (a professor and her mentees) explore our experiences working with the Scraps of the Heart Project-a community-based research collective focused on empowering families following the loss of a baby-to understand student learning outcomes that were born from our engagement with critical grief pedagogy. Our collective narratives revealed that these learnings included: gaining compassionate communication skills, embracing and unpacking failure as a method of mourning, becoming empowered and empowering others to share their stories of loss, and building a community of Mad grievers. We put these learning outcomes into conversation with cultural discourses surrounding pedagogical and academic norms. Additionally, we offer insight into how loss and mourning can be invited into the classroom so that students learn to engage grief critically, meaningfully, and Madly-and to learn important communicative skills along the way.

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Communication activism pedagogy and research: communication education scholarship to promote social justice

Cited by 14 publications

References 6 publications

Antiracism Education Activism: A Theoretical Framework for Understanding and Promoting Racial Equity

Antiracism Education Activism: A Theoretical Framework for Understanding and Promoting Racial Equity

From awareness to activism: Understanding commitment to social justice in higher education

Mad to the bone: learning outcomes of critical grief pedagogy

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