In this article, I argue that the public speaking introductory course should follow a pedagogy of preparation. A pedagogy of preparation develops within students a toolkit that has become increasingly necessary for them to become active, compassionate citizens, and to understand what social pressures impact that perception, through the moral and ethical framework of critical communication pedagogy (CCP). To make this case, I propose a theory which structures and legitimizes many existing introductory course practices and, in so doing, articulate a clear narrative of the introductory course’s relevance to students, faculty, and the university. I also outline three goals of a preparative pedagogy and explain how these goals are met in public speaking introductory courses through a critical reading of prevailing theoretical and philosophical perspectives.
Chick, Daniel M.
"Critical Pedagogy of Preparation: Structuring Best Practices for Introductory Course Relevance,"
Basic Communication Course Annual: Vol. 33, Article 5.
Available at: https://ecommons.udayton.edu/bcca/vol33/iss1/5