The Basic Course in Communication: A Critical Intercultural and Participatory Approach
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| Title: | The Basic Course in Communication: A Critical Intercultural and Participatory Approach |
|---|---|
| Language: | English |
| Authors: | Chelsea Slack |
| Source: | International Society for Technology, Education, and Science. 2023. |
| Availability: | International Society for Technology, Education, and Science. 944 Maysey Drive, San Antonio, TX 78227. Tel: 515-294-1075; Fax: 515-294-1003; email: istesoffice@gmail.com; Web site: http://www.istes.org |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2023 |
| Document Type: | Speeches/Meeting Papers Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Introductory Courses, Teaching Methods, Communications, Intercultural Communication, Speech Communication, Speech Instruction, Learning Activities, College Students, Generational Differences, Instructional Effectiveness, Educational Change, Critical Theory |
| Abstract: | This paper advocates for using critical intercultural and participatory pedagogy as the basis for an introductory communication course. Communication programs are often concerned with the basics -- teaching students to communicate effectively through writing and speaking. Yet the methods for teaching these two classic competencies diverge widely, with some instructors opting for a more traditional approach and others taking a more modern one. A divide also exists in the way today's students are viewed by educators in secondary and, in particular, post-secondary educational institutions. Where some teachers see lamentable shortcomings of millennials and Gen Z, others see infinite possibilities in these students. Either way, colleges and universities are dealing with a generation of students that is more diverse, connected, tech-savvy, and socially aware than ever before. This paper explores the advantages of using critical intercultural pedagogical practices -- practices which are necessarily cooperative, multimodal, and participatory -- to reach the students of today. [For the full proceedings, see ED656038.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | ED656095 |
| Database: | ERIC |
| Abstract: | This paper advocates for using critical intercultural and participatory pedagogy as the basis for an introductory communication course. Communication programs are often concerned with the basics -- teaching students to communicate effectively through writing and speaking. Yet the methods for teaching these two classic competencies diverge widely, with some instructors opting for a more traditional approach and others taking a more modern one. A divide also exists in the way today's students are viewed by educators in secondary and, in particular, post-secondary educational institutions. Where some teachers see lamentable shortcomings of millennials and Gen Z, others see infinite possibilities in these students. Either way, colleges and universities are dealing with a generation of students that is more diverse, connected, tech-savvy, and socially aware than ever before. This paper explores the advantages of using critical intercultural pedagogical practices -- practices which are necessarily cooperative, multimodal, and participatory -- to reach the students of today. [For the full proceedings, see ED656038.] |
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