Literaturnachweis - Detailanzeige
| Autor/inn/en | Tigert, Mary Katie; Miller, Joshua H. |
|---|---|
| Titel | Ableism in the Classroom: Teaching Accessibility and Ethos by Analyzing Rubrics |
| Quelle | In: Communication Teacher, 36 (2022) 4, S.264-268 (5 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Miller, Joshua H.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1740-4622 |
| DOI | 10.1080/17404622.2021.2006254 |
| Schlagwörter | Leitfaden; Unterricht; Lehrer; Attitudes toward Disabilities; Social Bias; Accessibility (for Disabled); Scoring Rubrics; Rhetoric; Public Speaking; Learning Activities |
| Abstract | This activity is designed to help students recognize ableist assumptions in rhetoric and how we evaluate what constitutes a "good" speaker and their ethos. It will highlight how ableism is embedded in social norms, using classroom public-speaking rubrics to do so. Students learn how to identify these ableist assumptions better and develop a more nuanced understanding of how speakers develop ethos. Courses: Public Speaking, Interpersonal Communication, Small-Group Communication, Interviewing, Nonverbal Communication, Rhetorical Criticism. Objectives: By the end of this activity, students will be able to: (1) define key terms, including ableism, social model of disability, and ethos; (2) explain how ableist assumptions inform how we evaluate rhetoric and public speaking; and (3) demonstrate how ethos is based on social norms that are embedded in ableist assumptions. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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