Abstract
In this article, we envision how a critical communication pedagogy approach might lend narrative coherence, intellectual rigor, and a focused agenda to the introductory course. Such a paradigm shift is not only consistent with the trajectory of work in our discipline, but it will likely result in ourselves and others assigning more value and respect to our work with the introductory course. Specifically, we advocate four changes with respect to the introductory course: Challenge “teacher-proof” textbooks and curricula, engage diversity, embrace pedagogy as teaching and research, and recover and reinvigorate communication education research.
Recommended Citation
Fassett, Deanna L. and Warren, John T.
(2008)
"Pedagogy of Relevance: A Critical Communication Pedagogy Agenda for the 'Basic' Course,"
Basic Communication Course Annual: Vol. 20, Article 6.
Available at:
https://ecommons.udayton.edu/bcca/vol20/iss1/6
Included in
Higher Education Commons, Interpersonal and Small Group Communication Commons, Mass Communication Commons, Other Communication Commons, Speech and Rhetorical Studies Commons