國立虎尾科技大學 |

Conditions for Social Change : = Theorizing Critical Communication Pedagogy with/in the Classroom Using a Lens of Relational Safety.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Conditions for Social Change :/
其他題名:	Theorizing Critical Communication Pedagogy with/in the Classroom Using a Lens of Relational Safety.
作者:	Whitfield, David W.
面頁冊數:	1 online resource (258 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
Contained By:	Dissertation Abstracts International79-12A(E).
標題:	Communication. -
電子資源:	click for full text (PQDT)
ISBN:	9780438162082

Conditions for Social Change : = Theorizing Critical Communication Pedagogy with/in the Classroom Using a Lens of Relational Safety.
Whitfield, David W.

Conditions for Social Change :Theorizing Critical Communication Pedagogy with/in the Classroom Using a Lens of Relational Safety. - 1 online resource (258 pages)

Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.

Thesis (Ph.D.)--Southern Illinois University at Carbondale, 2018.

Includes bibliographical references

Using the ten commitments of Critical Communication Pedagogy (CCP) as a grounding perspective, this research project investigates the teacher-student relational dynamic with an inquiry into the degree of safety students and teachers perceive in their shared relationship. Relational safety is a new term being introduced into the literature on reflexive and critical teaching practices. It is foregrounded in the belief that the classroom is a microcosm of the larger world and therefore can be a site of inquiry and interruption of mundane communication practices that may be oppressive and which might otherwise go unquestioned (Fassett & Warren, 2007).

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438162082Subjects--Topical Terms:

556422
Communication.
Index Terms--Genre/Form:

554714
Electronic books.

Conditions for Social Change : = Theorizing Critical Communication Pedagogy with/in the Classroom Using a Lens of Relational Safety.
LDR:03429ntm a2200373Ki 4500 001 920393
005 20181129124501.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780438162082
035 $a (MiAaPQ)AAI10750049
035 $a (MiAaPQ)siu:14451
035 $a AAI10750049
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Whitfield, David W. $3 1195176
245 1 0 $a Conditions for Social Change : $b Theorizing Critical Communication Pedagogy with/in the Classroom Using a Lens of Relational Safety.
264 0 $c 2018
300 $a 1 online resource (258 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
500 $a Adviser: Sandra L. Pensoneau-Conway.
502 $a Thesis (Ph.D.)--Southern Illinois University at Carbondale, 2018.
504 $a Includes bibliographical references
520 $a Using the ten commitments of Critical Communication Pedagogy (CCP) as a grounding perspective, this research project investigates the teacher-student relational dynamic with an inquiry into the degree of safety students and teachers perceive in their shared relationship. Relational safety is a new term being introduced into the literature on reflexive and critical teaching practices. It is foregrounded in the belief that the classroom is a microcosm of the larger world and therefore can be a site of inquiry and interruption of mundane communication practices that may be oppressive and which might otherwise go unquestioned (Fassett & Warren, 2007).
520 $a A combination of three methods were utilized. Classroom observations were conducted in all four face-to-face summer sections of the introductory public speaking course from the university's core curriculum. These observations were used to inform the questions used to interview participants. The data collected were from three (student) focus groups, four graduate teaching assistants (GTAs) interviews, and 23 individual student interviews. Findings revealed five major themes that are salient for the emergence and development of a teaching practice which nurtures feelings of safety in the teacher-student relationship: 1) affirmation; 2) dialogic worldview; 3) attention to bodies in space; 4) a balanced approach to humor, self-disclosure, and feedback; 5) the class evolves into a community of care.
520 $a The dissertation concludes with a reminder that while social change is the ultimate goal of a critical, reflexive teaching practice that is future-oriented, teachers must always remain grounded in hope. Relational safety can emerge when critical educators embrace a belief that when teachers model reflexive communicative practices to/for their students, in turn they create a space for incremental shifts in language choices, critical discourse, and reflexive thinking that will evoke a desire in others to advocate for social change, communicate across cultural differences, and celebrate diversity.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Communication. $3 556422
650 4 $a Educational sociology. $3 555555
650 4 $a Social sciences education. $3 1179940
655 7 $a Electronic books. $2 local $3 554714
690 $a 0459
690 $a 0340
690 $a 0534
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Southern Illinois University at Carbondale. $b Communication Studies. $3 1195177
773 0 $t Dissertation Abstracts International $g 79-12A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10750049 $z click for full text (PQDT)