"No Justice, No Peace": Yard Signs as Public Pedagogy and Community Engagement at the Intersection of Public Health Crises

Autor/in	Mussack, Brigitte
Titel	"No Justice, No Peace": Yard Signs as Public Pedagogy and Community Engagement at the Intersection of Public Health Crises
Quelle	In: Journal of Communication Pedagogy, 5 (2021), S.48-54 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mussack, Brigitte)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-2568
Schlagwörter	Signs; COVID-19; Pandemics; Racial Bias; Public Health; Homicide; Social Problems; Social Justice; Communications; Interpersonal Communication; School Closing; College Faculty; Teaching Methods; Distance Education; Political Issues; Neighborhoods; Community Involvement; Controversial Issues (Course Content); Minnesota (Minneapolis) + Suchen Sie Ihr Suchwort? Zeichensystem; Racial discrimination; Rassismus; Gesundheitswesen; Mord; Social problem; Soziales Problem; Soziale Gerechtigkeit; Nachrichtenwesen; Interpersonale Kommunikation; School closings; Schule; Schließung; Schließung (von Schulen); Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Distance study; Distance learning; Fernunterricht; Politischer Faktor; Neighbourhoods; Nachbarschaft; Controversial issues; Kontroverse
Abstract	This paper examines yard signs as a site for public pedagogy that engages two concurrent, and comorbid, public health crises: the COVID-19 pandemic and racism. Specifically, I reflect on how yard signs responding to the George Floyd murder in my own Minneapolis neighborhood exist during a kairotic moment; as myself and my students are increasingly confined to our own homes, and as the boundaries between school and home are blurred, the public health crisis of racism and the specific community response of yard signs present opportunities for examining how these signs can act as entry points into difficult conversations among neighbors, classmates, and colleagues. While such signs are certainly examples of epideictic rhetoric, participating in either "praise or blame," I suggest that communication teachers can frame them as public pedagogy that "strikes a harmony between learning through public engagement and understanding these public encounters in the space of the classroom" (Holmes, 2016). As such, they can act not only as artifacts of community belonging, but as artifacts to promote reflection, conversation, and inquiry. (As Provided).
Anmerkungen	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/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01