Description
Book SynopsisMediated Critical Communication Pedagogy explores the role of both traditional and new media in critical communication pedagogy. This edited volume addresses not only how new and other forms of media serve as tools towards social justice in the communication classroom, but also how those media transform the classroom interaction itself in empowering and disempowering ways. Contributors describe and assess how particular instances of media useparticularly the use of new media technologiessupport or challenge critical communication pedagogy. Each chapter engages in critical analysis of how to effectively use particular mediums in the classroom, how classroom communication is affected by uses of new media, and particular instances of critical communication pedagogy in teaching. Scholars of communication and education will find this book particularly useful.
Trade ReviewFor those who believe Critical Communication Pedagogy to be vital to the contemporary university classroom, Ahmet Atay and Deanna L. Fassett offer a compelling collection of essays that provide both scholarly insights and practical implications for teaching and learning. Readers will be challenged--and sometimes provoked--in the best possible way! -- Jimmie Manning, Northern Illinois University
Mediated Critical Communication Pedagogy explores how mediated forms translate—communicate—the abstract into the everyday. The accessibility of the writing makes Mediated Critical Communication Pedagogy an excellent undergraduate or graduate textbook for courses in critical media or education. Mediated Critical Communication Pedagogy is also ideal for instructors looking to apply the teaching and learning tools across many disciplines, not just communication. This anthology also theorizes and challenges the role of mediated pedagogical practices in our classrooms and public spaces. The editors and authors ask important questions—and provide relevant, applicable answers—about the liberating and constraining aspects of our mediated lives. -- Danielle Stern, Christopher Newport University
Table of ContentsChapter 1: Questioning Dialogue, Arguing Dissemination, and Cultivating Generative Doubt Chapter 2: Mitigating Pedagogical Marginalization: Critically Assessing the Use of Mediated Communication with Special Populations of Students Chapter 3: Learning from One Another: Con/Divergences with/in/between Online Pedagogy, Andragogy, and Critical Pedagogy Chapter 4: New Media, New Possibilities: Engaging Diversity Chapter 5: Critiquing Hegemony through Mediated Critical Communication Pedagogy:Key Questions for Critical Media Analysis Chapter 6: Critical Engagement or Critical Mistake?: Social Media, Ethics, and Critical Communication Pedagogy Chapter 7: Applying Critical Communication Pedagogy Through Online Discussions on Stereotypes and Prejudicial Speech Chapter 8: Beyond the Classroom Walls: The Intersection of Critical Communication Pedagogy and Public Pedagogy as Evidenced in “Let’s Plays” Chapter 9: Expanding Mediated Communication for Inclusivity Chapter 10: Building Critical Feminist Media Literacy with Hot Girls Wanted: Discussing Gender, Sexuality, and Labor in the Age of Internet Pornography Chapter 11: Critical Communication Pedagogy and Film
