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Education remains the best hope for addressing the social injustices that dominate society. Few educators, however, focus on social justice directly, and even when they do, typically, they make students aware of injustice but they do not teach students how to do something about it. This book introduces a unique form of education - communication activism pedagogy - that teaches students how to use their communication knowledge and skills to promote social justice.
Communication scholars have taken seriously the call for engaged scholarship, and this book examines the principles, practices, and outcomes of communication activism research for social justice. Communication activism research differs from other engaged communication scholarship through researchers promoting social justice, intervening collaboratively, and creating or assisting established collective actors that represent marginalized communities. Collective actors examined in this book include Black Lives Matter, the feminist movement, and LGBTQ+ groups. This book provides practical guidance on how to perform communication activism research, offering recommendations for managing its challenges and discussing qualitative and quantitative methods for evaluating research interventions focusing on significant contemporary issues. This book will appeal to scholars who study and teach communication and social justice activism as well as scholars from disciplines such as sociology, and it is ideal as a text in courses on communication and activism, engaged communication scholarship, communication and social movements, and communication research methods.
Presents studies that promote public dialogue and discussion and that demonstrate how communication consulting can be used to accomplish needed social change. This volume, along with the other volume, shows how scholars have engaged in communication activism to assist individuals, groups, organizations, and communities to secure social reform.
An authoritative survey of different contexts, methodologies, and theories of applied communication The field of Applied Communication Research (ACR) has made substantial progress over the past five decades in studying communication problems, and in making contributions to help solve them. Changes in society, human relationships, climate and the environment, and digital media have presented myriad contexts in which to apply communication theory. The Handbook of Applied Communication Research addresses a wide array of contemporary communication issues, their research implications in various contexts, and the challenges and opportunities for using communication to manage problems. This innovative work brings together the diverse perspectives of a team of notable international scholars from across disciplines. The Handbook of Applied Communication Research includes discussion and analysis spread across two comprehensive volumes. Volume one introduces ACR, explores what is possible in the field, and examines theoretical perspectives, organizational communication, risk and crisis communication, and media, data, design, and technology. The second volume focuses on real-world communication topics such as health and education communication, legal, ethical, and policy issues, and volunteerism, social justice, and communication activism. Each chapter addresses a specific issue or concern, and discusses the choices faced by participants in the communication process. This important contribution to communication research: Explores how various communication contexts are best approached Addresses balancing scientific findings with social and cultural issues Discusses how and to what extent media can mitigate the effects of adverse events Features original findings from ongoing research programs and original communication models and frameworks Presents the best available research and insights on where current research and best practices should move in the future A major addition to the body of knowledge in the field, The Handbook of Applied Communication Research is an invaluable work for advanced undergraduate students, graduate students, and scholars.
Global movements and protests from the Arab Spring to the Occupy Movement have been attributed to growing access to social media, while without it, local causes like #bringbackourgirls and the ice bucket challenge may have otherwise remained unheard and unseen. Regardless of their nature – advocacy, activism, protest or dissent – and beyond the technological ability of digital and social media to connect support, these major events have all been the results of excellent communication and public relations. But PR remains seen only as the defender of corporate and capitalist interests, and therefore resistant to outside voices such as activists, NGOs, union members, protesters and whistle-blowers. Drawing on contributions from around the world to examine the concepts and practice of "activist," "protest" and "dissent" public relations, this book challenges this view. Using a range of international examples, it explores the changing nature of protest and its relationship with PR and provides a radical analysis of the communication strategies and tactics of social movements and activist groups and their campaigns. This thought-provoking collection will be of interest to researchers and advanced students of public relations, strategic communication, political science, politics, journalism, marketing, and advertising, and also to PR professionals in think tanks and NGOs.
In Grading Justice: Teacher-Activist Approaches to Assessment, new and seasoned teachers are invited to engage with socially-just approaches of assessment, including practices aimed at resisting and undoing grading and assessment altogether, to create more democratic grading practices and policies, foregrounding the transformative potential of communication within their courses. The contributions in this collection encourage readers to consider not only how educators might assess social justice work in and beyond the classroom, but also to imagine what a social justice approach to grading and assessment would mean for intervening into unjust modes of teaching and learning. Educators wishing to explore critical modes of grading and assessment, grounded in social justice, will find this book a timely and relevant pedagogical guide for their teaching and scholarship.
In this autoethnographic work, authors Deanna L. Fassett and John T. Warren illustrate a synthesis of critical pedagogy and instructional communication, as both a field of study and a teaching philosophy. Critical Communication Pedagogy is a poetic work that charts paradigmatic tensions in instructional communication research, articulates commitments underpinning critical communication pedagogy, and invites readers into self-reflection on their experiences as researchers, students, and teachers.
Building on the concept of a “teaching community,” Heble and his contributors explore what it might mean for teachers and students to reach outside the walls of the classroom and attempt to establish meaningful connections between the ideas and theories they have learned and the broader community beyond campus. Utilizing a case study approach, the chapters in this volume are conceptually and practically useful for teachers and students involved in thinking about and implementing community-based forms of teaching and learning. Classroom Action links teaching and research in genuinely innovative ways, and provides a range of dissemination strategies to inspire broad-based outcomes and impact among a diverse range of knowledge-users. It marks a major advance on the ways in which the relationship among pedagogy, human rights, and community-based learning has hitherto been theorized and practiced. The community-based learning at the centre of Classroom Action prompts a radically new means of thinking about what teachers do in the classroom, and how and why they do it.
This volume addresses teaching and research across disciplines, communication and identity development, and the centrality of communication in our quickly changing world. Contributors convey the social and global need, value, and responsibility of communication instruction across disciplines.
Communication in Instruction: Beyond Traditional Classroom Settings explores the various challenges we face when trying to teach others in various contexts beyond traditional classroom settings, as well as the possible strategies for overcoming them. Instructional communication is a research field that focuses on the role communication plays in instructing others. Although many resources focus on effectively instructional communication strategies within a traditional classroom setting, this book expands the scope to include diverse settings where instructional communication also occurs (e.g., risk and crisis situations, health care contexts, business settings), as well as new directions where instructional communication research and practice are (or ought to be) headed. Whether we are trying to teach a youngster to ride a bike, to help a friend evaluate the claims made on an advertisement, or to conduct a safety drill with colleagues in the workplace, we are engaging in instructional communication. If we want to do so effectively, however, we need to equip ourselves with best practice tools and strategies for doing so. That is what this book is intended to do. In it, you will read about how to teach advocacy to health care practitioners, guide others to become socialised in a new workplace setting, employ strategies for teaching digital media literacy to nondigital natives, and use artificial intelligence (AI) and robots when instructing and engaging strategies for instruction around socially relevant issues such as religion, politics, and violence. Together, they point to some of the ways instructional communication scholarship may be used to explore and inform best practices across communication contexts. The chapters in this book were originally published in Communication Education.