Addressing Black 'Student Outsiders' at AANAPISI/HSIs: Toward (Radical) Transgressive Teaching for Black College Students in Higher Education
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| Title: | Addressing Black 'Student Outsiders' at AANAPISI/HSIs: Toward (Radical) Transgressive Teaching for Black College Students in Higher Education |
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| Language: | English |
| Authors: | Nicholas B. Lacy (ORCID |
| Source: | Journal of Communication Pedagogy. 2025 9:108-117. |
| Availability: | Central States Communication Association. University of Montevallo, Department of Communication, 75 College Drive, Station 6625, Montevallo, AL 35115. e-mail: csca.ed@gmail.com; Web site: https://scholarworks.wmich.edu/jcp/ |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education Adult Education |
| Descriptors: | African American Students, Blacks, Minority Serving Institutions, Student Experience, College Faculty, Teacher Role, College Students, Teacher Student Relationship, Culturally Relevant Education, Interpersonal Communication, Andragogy, Racism, Public Policy, Equal Education |
| ISSN: | 2640-4524 2578-2568 |
| Abstract: | Black students attending AANAPISI/HSI universities have long been overlooked in communication and interdisciplinary research. In this essay, I draw on bell hooks's (2014) radical transgressive teaching and Patricia Hill Collins's "outsider within" framework to examine the experiences of Black students at minority-serving institutions (MSIs) such as AANAPISIs and HSIs. Using my autoethnographic and autobiographical experiences as a Black student who graduated from two AANAPISI/HSIs, alongside recent literature on Black student experiences in these contexts, I explore how communication instructors at MSIs can improve engagement with Black students by establishing racially affirming curricula, instructional practices, and instructor-student rapport. I argue that radical transgressive teaching is essential to bringing Black student outsiders into liberatory learning spaces. I propose three interrelated instruction approaches: (1) a communicative-andragogical approach, (2) a liberatory andragogical approach, and (3) transgressive liberatory communication andragogy. Together, these approaches offer a starting point for reimagining communication instruction for Black students at MSIs like AANAPISIs/HSIs--and at PWIs. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1480702 |
| Database: | ERIC |
| Abstract: | Black students attending AANAPISI/HSI universities have long been overlooked in communication and interdisciplinary research. In this essay, I draw on bell hooks's (2014) radical transgressive teaching and Patricia Hill Collins's "outsider within" framework to examine the experiences of Black students at minority-serving institutions (MSIs) such as AANAPISIs and HSIs. Using my autoethnographic and autobiographical experiences as a Black student who graduated from two AANAPISI/HSIs, alongside recent literature on Black student experiences in these contexts, I explore how communication instructors at MSIs can improve engagement with Black students by establishing racially affirming curricula, instructional practices, and instructor-student rapport. I argue that radical transgressive teaching is essential to bringing Black student outsiders into liberatory learning spaces. I propose three interrelated instruction approaches: (1) a communicative-andragogical approach, (2) a liberatory andragogical approach, and (3) transgressive liberatory communication andragogy. Together, these approaches offer a starting point for reimagining communication instruction for Black students at MSIs like AANAPISIs/HSIs--and at PWIs. |
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| ISSN: | 2640-4524 2578-2568 |
