TY - JOUR
T1 - Against the grain
AU - LeMaster, Lore/tta
AU - Mapes, Meggie
AU - Liahnna Stanley, B.
AU - Labador, Angela
AU - Terminel Iberri, Ana Isabel
AU - Stephenson, Megan
AU - Rife, Tyler S.
N1 - Publisher Copyright:
© 2022 National Communication Association.
PY - 2022
Y1 - 2022
N2 - This agenda-setting theory essay offers a collaborative response to Sprague, J. (1992). Expanding the research agenda for instructional communication: Raising some unasked questions. Communication Education, 41(1), 1–25. https://doi.org/10.1080/03634529209378867 early theorizing on critical approaches to communication pedagogy, developing it to account not only for critical developments since but also to the political precarity increasingly organizing everyday life, especially of the dispossessed and particularly of the Global South (Shome, 2020). Indeed, we argue that the only viable pedagogical route that responds to the precariousness of life in the twenty-first century must be emancipatory rather than reformist. To make our point, we offer a metareview of over a century of literature published in the Quarterly Journal of Speech (1915–1952) and Communication Education (formerly The Speech Teacher; 1952–2021) to reveal the same Western liberal philosophies of education undergirding communication pedagogies generally. In this regard, our agenda-setting essay calls for a paradigmatic shift against the grain and toward emancipatory futurities. Content warning: This essay cites anti-Indigenous, anti-Black, and xenophobic discourse; take good care of yourself as you move through these pages interrogating our disciplinary complicities.
AB - This agenda-setting theory essay offers a collaborative response to Sprague, J. (1992). Expanding the research agenda for instructional communication: Raising some unasked questions. Communication Education, 41(1), 1–25. https://doi.org/10.1080/03634529209378867 early theorizing on critical approaches to communication pedagogy, developing it to account not only for critical developments since but also to the political precarity increasingly organizing everyday life, especially of the dispossessed and particularly of the Global South (Shome, 2020). Indeed, we argue that the only viable pedagogical route that responds to the precariousness of life in the twenty-first century must be emancipatory rather than reformist. To make our point, we offer a metareview of over a century of literature published in the Quarterly Journal of Speech (1915–1952) and Communication Education (formerly The Speech Teacher; 1952–2021) to reveal the same Western liberal philosophies of education undergirding communication pedagogies generally. In this regard, our agenda-setting essay calls for a paradigmatic shift against the grain and toward emancipatory futurities. Content warning: This essay cites anti-Indigenous, anti-Black, and xenophobic discourse; take good care of yourself as you move through these pages interrogating our disciplinary complicities.
KW - critical communication pedagogy
KW - critical pedagogy
KW - emancipatory praxis
KW - liberatory education
KW - performance pedagogy
UR - http://www.scopus.com/inward/record.url?scp=85131780443&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85131780443&partnerID=8YFLogxK
U2 - 10.1080/03634523.2022.2070921
DO - 10.1080/03634523.2022.2070921
M3 - Article
AN - SCOPUS:85131780443
SN - 0363-4523
VL - 71
SP - 165
EP - 187
JO - Communication Education
JF - Communication Education
IS - 3
ER -