Teaching Students about Intersecting Identities, Privilege, and Communication during and after the COVID-19 Crisis
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| Title: | Teaching Students about Intersecting Identities, Privilege, and Communication during and after the COVID-19 Crisis |
|---|---|
| Language: | English |
| Authors: | Hanasono, Lisa Kiyomi (ORCID |
| Source: | Communication Teacher. 2022 36(2):83-87. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 5 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Class Activities, Public Speaking, Self Concept, Advantaged, Audience Analysis, Interpersonal Communication, Intercultural Communication, College Students, COVID-19, Pandemics |
| DOI: | 10.1080/17404622.2021.1961832 |
| ISSN: | 1740-4622 |
| Abstract: | Courses: This class activity is suited for the basic course on public speaking (to discuss issues related to identity, privilege, and audience analysis), interpersonal communication, intercultural communication, and communication pedagogy. Objectives: By completing this 30- to 45-minute activity, students should be able to: (1) define privilege; (2) explain how privilege operates through an intersectional lens; (3) discuss how they experience privilege as college students; and (4) identify strategies that university administrators, faculty, staff, and student peers can use to support the educational success of students with different levels of privilege. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1332524 |
| Database: | ERIC |
| Abstract: | Courses: This class activity is suited for the basic course on public speaking (to discuss issues related to identity, privilege, and audience analysis), interpersonal communication, intercultural communication, and communication pedagogy. Objectives: By completing this 30- to 45-minute activity, students should be able to: (1) define privilege; (2) explain how privilege operates through an intersectional lens; (3) discuss how they experience privilege as college students; and (4) identify strategies that university administrators, faculty, staff, and student peers can use to support the educational success of students with different levels of privilege. |
|---|---|
| ISSN: | 1740-4622 |
| DOI: | 10.1080/17404622.2021.1961832 |
