(Re)Situating Communication in the Disciplines: Taking Gender into Account

Sullivan, Katie; Kedrowicz, April A.

doi:10.1080/03634523.2011.559551

Cited by 3 publications

(2 citation statements)

References 45 publications

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“…On a more local and practice-based level, we can turn a reflexive lens on interdisciplinary collaboration itself. We must do more than integrate disciplinespecific communication instruction; rather, we must question the foundations of the disciplinary norms characterizing the cultures with whom we collaborate (Sullivan and Kedrowicz, 2011). Without this critical process, we run the risk of accepting and advancing (potentially) hegemonic practices.…”

Section: Edi 317mentioning

confidence: 99%

Gendered tensions: engineering student's resistance to communication instruction

Sullivan

Kedrowicz

2012

Equality, Diversity and Inclusion: An International Journal

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Purpose -The purpose of this paper is to draw from the authors' experiences, as women teaching Communication in a College of Engineering and mechanical engineering students' evaluations, to highlight student resistance to both practices and bodies deemed "feminine." Design/methodology/approach -The authors examine how the masculine discipline of engineering might construct a learning environment that is incompatible with feminist ideals. This is illuminated when engineering students are required to learn communication skills from female instructors. Findings -The authors' analysis suggests that students' resistance to communication instruction is gendered. Students often constructed hierarchical relationships where communication was considered "soft" in relation to the "hard" science of engineering instead of integral to the discipline and profession. Students resisted by expressing a lack of utility of information, devaluing feedback and instruction, degrading communication teachers, and questioning their bodies. Originality/value -The paper discusses implications of a gendered educational context and suggests ways interdisciplinary instruction can be utilized to enhance gender diversity.

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Section: Edi 317mentioning

confidence: 99%

Gendered tensions: engineering student's resistance to communication instruction

Sullivan

Kedrowicz

2012

Equality, Diversity and Inclusion: An International Journal

Self Cite

View full text Add to dashboard Cite

show abstract

“…Genom att avgränsa till den egna professionen kan komplexiteten, i lärande och bedömning av muntlig kommunikation, reduceras (Dannels, 2002). Fördelen med detta är att studenterna förbereds på att kommunicera i sin kommande yrkesroll, nackdelen kan vara att oreflekterade mönster cementeras (Sullivan & Kedrowicz, 2011).…”

Section: Disciplinberoende Kommunikationunclassified

Bedömning av professionella samtal : en studie av undervisning och bedömning av tandläkarstudenters patientsamtal

Lucander¹

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This study evaluated a pilot workshop for teaching communication skills to dental students. The methodology is based on an experiential learning approach, the use of realistic clinical scenarios, simulated patients, and an integrated teaching team of both educational researchers and dentists. Furthermore, the methodology was adapted for short workshops, which is thought to offer better possibilities for frequent and effective training of communication skills throughout the curriculum. The workshop was piloted with groups of six to ten students from the sixth and tenth semesters (n=94). Results show that the majority of students found the tasks meaningful and well aligned with how they perceived their future profession as dentists. Most students also thought that they learned from the task. An interesting finding is that students not only found it instructive to practice how to communicate in authentic situations, but that they generally found the workshop to be thought-provoking while at the same time providing structure and intellectual tools for the future. A possible explanation for this finding is the sharing of explicit criteria for high-quality communication.

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Designing Telecollaborative Projects for Professional Communication and User Experience

Arnó-Macià¹,

McCall²,

Kenzie³

et al. 2021

jucs

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This article draws on Trans-Atlantic and Pacific Project (TAPP) collaborations (e.g., [Arnó, 14] [Vandepitte, 16]) to show how students in already-existing technical communication classes can join other classes in realistic transnational projects through ICT and thereby acquire and enhance various types of transversal competences necessary to students’ future performance in a globalized workplace.

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(Re)Situating Communication in the Disciplines: Taking Gender into Account

Cited by 3 publications

References 45 publications

Gendered tensions: engineering student's resistance to communication instruction

Gendered tensions: engineering student's resistance to communication instruction

Bedömning av professionella samtal : en studie av undervisning och bedömning av tandläkarstudenters patientsamtal

Designing Telecollaborative Projects for Professional Communication and User Experience

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