Pedagogy, Protests, and Moving toward Progress

Autor/inn/en	Durnell-Uwechue, Nannetta; Poole, Deandre J.; Best, Felton O.
Titel	Pedagogy, Protests, and Moving toward Progress
Quelle	In: Journal of Communication Pedagogy, 5 (2021), S.40-47 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Durnell-Uwechue, Nannetta) ORCID (Poole, Deandre J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-2568
Schlagwörter	Social Justice; Social Problems; Cultural Awareness; Race; Humanism; Intercultural Communication; Teaching Methods; Classroom Environment; Empathy; Teacher Student Relationship; Interaction + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Social problem; Soziales Problem; Cultural identity; Kulturelle Identität; Rasse; Abstammung; Humanismus; Interkulturelle Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenklima; Unterrichtsklima; Empathie; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion
Abstract	Our world is in constant flux and educators are at the ship's helm steering toward what former U.S. Representative John Lewis called "good trouble." However, in many cases, educators lack the training required to be most effective in doing so. As instructors face student demands to address topics on race and social justice, many educators are unsure about how to respond appropriately to the chants of "No Justice, No Peace!" Thus, this essay explores humanistic and pragmatic approaches for doing so in terms of fostering cultural communication competence when incorporating topics on race and social justice issues in the classroom. (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