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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Conditions for Social Change :/
Reminder of title:	Theorizing Critical Communication Pedagogy with/in the Classroom Using a Lens of Relational Safety.
Author:	Whitfield, David W.
Description:	1 online resource (258 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
Contained By:	Dissertation Abstracts International79-12A(E).
Subject:	Communication. -
Online resource:	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.
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245 1 0 $a Conditions for Social Change : $b Theorizing Critical Communication Pedagogy with/in the Classroom Using a Lens of Relational Safety.
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300 $a 1 online resource (258 pages)
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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
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710 2 $a Southern Illinois University at Carbondale. $b Communication Studies. $3 1195177
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10750049 $z click for full text (PQDT)