A Critical Organizational Communication Framework for Communication and Instruction Scholarship: Narrative Explorations of Resistance, Racism, and Pedagogy

Autor/in	Rudick, C. Kyle
Titel	A Critical Organizational Communication Framework for Communication and Instruction Scholarship: Narrative Explorations of Resistance, Racism, and Pedagogy
Quelle	In: Communication Education, 66 (2017) 2, S.148-167 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0363-4523
DOI	10.1080/03634523.2016.1265137
Schlagwörter	Organizational Communication; Scholarship; Racial Discrimination; Racial Bias; Resistance (Psychology); Critical Theory; Organizational Culture; Institutional Characteristics; Semi Structured Interviews; Personal Narratives; African American Students; College Students; Student Attitudes; Ethnic Stereotypes; Racial Attitudes; Controversial Issues (Course Content); Intergroup Relations; Multicultural Education + Suchen Sie Ihr Suchwort? Scholarships; Stipendium; Racial bias; Rassismus; Racial discrimination; Resistenz; Kritische Theorie; Unternehmenskultur; Erlebniserzählung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Collegestudent; Schülerverhalten; National stereotype; Nationales Stereotyp; Rassenfrage; Controversial issues; Kontroverse; Intergruppenbeziehungen; Multikulturelle Erziehung
Abstract	This study utilized a critical organizational communication framework to understand how student resistance is performed in relation to hegemonic systems that are (re)constituted through communication within and beyond the classroom (i.e., an institutional culture). I conducted multiple semistructured interviews with 14 self-identified students of color (28 total interviews) to explore the dialectical interplay of resistance <-> racialized domination within higher education. Using narrative analysis, I presented three participants' responses as storied accounts to highlight the fluid ways that resistance <-> racialized domination manifests within and beyond the classroom. Participants' stories showcased how forms of racialized domination (i.e., "fetishization," "stereotype threat," and "white fragility") interact with forms of resistance (i.e., "poaching," "parody," and "separation"). This study's findings highlight the need for communication and instruction scholars to expand their theoretical scope when exploring student resistance while also providing pragmatic advice for how instructors can intervene into, and challenge, racialized domination in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01