Description
As the only multi-paradigmatic collection of research in the field, this Handbook brings together a comprehensive range of essays to serve as a fully inclusive resource. Deanna L. Fassett and John T. Warren, along with two section editors and twenty-nine additional contributors, provide a balanced overview of various paradigms in the field—social scientific, interpretive, and critical.
Key Features
- Three sections, addressing overlapping issues in communication and instruction, collectively represent multiple paradigms. This allows the reader to experience the depth and nuance available in communications studies.
- Each perspective is granted its own foundational chapter to provide an orientation to the discipline.
- Each contributor sets the agenda for their approach, helping the reader identify where the field is headed and where future research might be beneficial.
- Besides reviews of extant literature, demonstrating where the field has been, this Handbook also includes chapters that share topical new findings.
Table of Contents
Introduction: Critical Communication Pedagogy - Deanna L. Fassett and John T. Warren
SECTION I: Communication Education
Chapter 1: Communication Education: An Association of Radicals - Ann Darling, Section Editor
Chapter 2: The Philosophical and Methodological Foundations of Communication Education - Keith Nainby
Chapter 3: The Basic Course in Communication: Where Do We Go From Here? - Deanna D. Sellnow and Jason M. Martin
Chapter 4: Communication Across the Curriculum Problematics and Possibilities: Standing at the Forefront of Educational Reform - Deanna P. Dannels
Chapter 5: Communication and the Preparation of Future Faculty: Learning to Manage Incoherencies - Katherine Grace Hendrix
Chapter 6: Communication Textbooks: From the Publisher to the Desk - Matt McGarrity
Chapter 7: Learning through Service: The Contributions of Service Learning to the Communication Discipline - Jami L. Warren and Timothy L. Sellnow
SECTION II: Instructional Communication
Chapter 8: Instructional Communication: Section Introduction - Scott A. Myers, Section Editor
Chapter 9: Philosophical and Methodological Foundations of Instructional Communication - Jennifer H. Waldeck, Timothy G. Plax, and Patricia Kearney
Chapter 10: Power, Compliance, & Resistance in Classroom - Rebecca M. Chory and Alan Goodboy
Chapter 11: Instructor Immediacy: Creating Conditions Conducive to Classroom Learning - Paul L. Witt, Paul Schrodt, and Paul D. Turman
Chapter 12: Humor and Communication in Instructional Contexts: Goal Oriented Communication - Melanie Booth-Butterfield and Melissa Bekelja Wanzer
Chapter 13: Clarity in Teaching and Learning: Conundrums, Consequences and Opportunities - Scott Titsworth & Joseph P. Mazer
Chapter 14: The Relational Side of Instructional Communication: An Examination of Instructors? Presentational Communication Traits - Matthew M. Martin & Scott A. Myers
SECTION III: Critical Communication Pedagogy
Chapter 15: Critical Communication Pedagogy: A Reframing of the Field - John T. Warren and Deanna L. Fassett, Section Editors
Chapter 16: The (Critical) Pedagogy of Communication and the (Critical) Communication of Pedagogy - Leda Cooks
Chapter 17: Critical/Performative/Pedagogy: Performing Possibility as a Rehearsal for Social Justice - Bryant Keith Alexander
Chapter 18: When Will We All Matter?: Exploring Race, Pedagogy and Sustained Hope For The Academy - Bernadette Marie Calafell
Chapter 19: Critical Race Theory and Critical Communication Pedagogy - Jennifer S. Simpson
Chapter 20: Communication & Sexuality - Karen Lovaas
Chapter 21: Producing Digitally Mediated Environments as Sites for Critical Feminist Pedagogy - Radhika Gajjala, Natalia Rybas, Yahui Zhang
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