Overview

Critical Intercultural Communication Pedagogy constructs a theoretical frame through which critical intercultural communication pedagogy can be dreamed, envisioned, and realized as praxis. Its chapters provide answers to questions surrounding the relationship of intercultural communication pedagogy to critical race theory, queer theory, critical ethnography, and narrative methodology, among others. Utilizing a diverse array of theoretical and methodological approaches within critical intercultural communication research, this collection is creatively engaging, theoretically innovating, and pedagogically encouraging.

Full Product Details

Author:   Ahmet Atay ,  Satoshi Toyosaki ,  Bernadette Marie Calafell ,  Sharon Chuang
Publisher:   Lexington Books
Imprint:   Lexington Books
Dimensions:   Width: 16.20cm , Height: 2.60cm , Length: 23.90cm
Weight:   0.594kg
ISBN:  

9781498531207

ISBN 10:   1498531202
Pages:   280
Publication Date:   20 December 2017
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.

Table of Contents

Contents Introduction Chapter One: Demarcating the “Critical” in Critical Intercultural Communication Studies Rona Tamiko Halualani Chapter Two: Making a Place: A Framework for Educators Working with Critical Intercultural Communication and Critical Communication Pedagogy Jennifer Sandoval and Keith Nainby Chapter Three: Intercultural Communication, Ethics and Activism Pedagogy Leda Cooks Chapter Four: (Critical) Love is a Battlefield: Implications for a Critical Intercultural Pedagogical Approach Bernadette Marie Calafell and Robert Gutierrez-Perez Chapter Five: Engaging Historical Trauma in the Classroom: Ethnoautobiography as Decolonizing Practice S. Lily Mendoza Chapter Six: Pedagogies of Failure: Queer Communication Pedagogy as Anti-Normative Benny LeMaster Chapter Seven: Pedagogy of the Taboo: Theorizing Transformative Teaching-Learning Experiences that Speak Truth(s) to Power Mark P. Orbe Chapter Eight: Obstructing the Process of Becoming: Basal Whiteness and the Challenge to Critical Intercultural Communication Pedagogy Gust A. Yep and Ryan M. Lescure Chapter Nine: Performing Otherness as an Instructor in the Interracial Communication Classroom: An Autoethnographic Approach Tina Harris Chapter Ten: Encountering Karma: The Transgressive Adventures of a Korean-born TCK Pedagogue in the US South Jieyoung Kong Chapter Eleven: Mediated Critical Intercultural Communication Ahmet Atay Chapter Twelve: Addressing Cultural Intersections: Critical Feminist Communication Pedagogy Amy Aldridge Sanford and Jennifer V. Martin Chapter Thirteen: Dialogue and Intercultural Communication Pedagogy Alberto Gonzalez and Linsay Cramer Chapter Fourteen: Critical Intercultural Communication Pedagogy from within: Textualizing Intercultural and Intersectional Self-Reflexivity Satoshi Toyosaki and Hsun-Yu (Sharon) Chuang About the Editors About the Contributors

Reviews

This is a rich and essential collection of essays by leading scholar-educators of critical intercultural communication. Rooted in lived experiences across identities and standpoints, it incorporates powerful narrative autoethnography, performance, embodied practice, critical love, and other approaches within a variety of contexts. It addresses practical, ethical, and emotional elements of teaching, and offers deep and valuable insights for seasoned and novice critical educators who strive to decolonize our teaching through dialogue and self-reflexivity. Merging insights of intercultural communication scholarship with those of critical pedagogy, the book constitutes an important contribution to the turn toward social justice within communication studies. -- Sara DeTurk, University of Texas at San Antonio Critical Intercultural Communication Pedagogy is a powerful and resonant collection of insights into the nuances of culture, power, and pedagogy. Because the authors open dialogic explorations into teaching, learning, and embodying feminist, mediated, postcolonial, queer, and other critical theories, these writings will be of great interest and value to communication scholars in/of/beyond the classroom. Atay and Toyosaki have assembled established scholars who are committed to modeling reflexivity in illuminating and interrogating structures of power and privilege that affect us all. These readings command us to compassionately and critically investigate our own roles in naming, perpetuating, and challenging these structures in our classrooms and in our scholarship; its value to the discipline is considerable. -- Deanna L. Fassett, San Jose State University

This is a rich and essential collection of essays by leading scholar-educators of critical intercultural communication. Rooted in lived experiences across identities and standpoints, it incorporates powerful narrative autoethnography, performance, embodied practice, critical love, and other approaches within a variety of contexts. It addresses practical, ethical, and emotional elements of teaching, and offers deep and valuable insights for seasoned and novice critical educators who strive to decolonize our teaching through dialogue and self-reflexivity. Merging insights of intercultural communication scholarship with those of critical pedagogy, the book constitutes an important contribution to the turn toward social justice within communication studies. -- Sara DeTurk, University of Texas at San Antonio

This is a rich and essential collection of essays by leading scholar-educators of critical intercultural communication. Rooted in lived experiences across identities and standpoints, it incorporates powerful narrative autoethnography, performance, embodied practice, critical love, and other approaches within a variety of contexts. It addresses practical, ethical, and emotional elements of teaching, and offers deep and valuable insights for seasoned and novice critical educators who strive to decolonize our teaching through dialogue and self-reflexivity. Merging insights of intercultural communication scholarship with those of critical pedagogy, the book constitutes an important contribution to the turn toward social justice within communication studies. -- Sara DeTurk, University of Texas at San Antonio Critical Intercultural Communication Pedagogy is a powerful and resonant collection of insights into the nuances of culture, power, and pedagogy. Because the authors open dialogic explorations into teaching, learning, and embodying feminist, mediated, postcolonial, queer, and other critical theories, these writings will be of great interest and value to communication scholars in/of/beyond the classroom. Atay and Toyosaki have assembled established scholars who are committed to modeling reflexivity in illuminating and interrogating structures of power and privilege that affect us all. These readings command us to compassionately and critically investigate our own roles in naming, perpetuating, and challenging these structures in our classrooms and in our scholarship; its value to the discipline is considerable. -- Deanna L. Fassett, San José State University

This is a rich and essential collection of essays by leading scholar-educators of critical intercultural communication. Rooted in lived experiences across identities and standpoints, it incorporates powerful narrative autoethnography, performance, embodied practice, critical love, and other approaches within a variety of contexts. It addresses practical, ethical, and emotional elements of teaching, and offers deep and valuable insights for seasoned and novice critical educators who strive to decolonize our teaching through dialogue and self-reflexivity. Merging insights of intercultural communication scholarship with those of critical pedagogy, the book constitutes an important contribution to the turn toward social justice within communication studies.--Sara DeTurk, University of Texas at San Antonio Critical Intercultural Communication Pedagogy is a powerful and resonant collection of insights into the nuances of culture, power, and pedagogy. Because the authors open dialogic explorations into teaching, learning, and embodying feminist, mediated, postcolonial, queer, and other critical theories, these writings will be of great interest and value to communication scholars in/of/beyond the classroom. Atay and Toyosaki have assembled established scholars who are committed to modeling reflexivity in illuminating and interrogating structures of power and privilege that affect us all. These readings command us to compassionately and critically investigate our own roles in naming, perpetuating, and challenging these structures in our classrooms and in our scholarship; its value to the discipline is considerable.--Deanna L. Fassett, San Jos� State University

Author Information

Ahmet Atay is associate professor of communication at the College of Wooster. Satoshi Toyosaki is associate professor of communication studies at Southern Illinois University.

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