Mediated Critical Communication Pedagogy

by Ahmet Atay (Editor), Deanna L. Fassett San José State University (Editor), Ahmet Atay (Contribution by), Allison D. Brenneise (Contribution by), Marcy R. Chvasta (Contribution by)

Overview

Mediated 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 use—particularly the use of new media technologies—support 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.

Product Details

ISBN-13:	9781498568722
Publisher:	Lexington Books
Publication date:	03/23/2023
Series:	Critical Communication Pedagogy
Pages:	210
Product dimensions:	5.96(w) x 8.98(h) x 0.65(d)

About the Author

Ahmet Atay is associate professor of communication at the College of Wooster.



Deanna L. Fassett is department chair and professor of communication pedagogy and coordinator of the department's graduate teaching associate program at San José State University.

Table of Contents

Chapter 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

Editorial Reviews

For 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

This edited collection from Atay (College of Wooster) and Fassett (San José State Univ.) is a timely release, given the rise of “alternative facts,” “fake news,” and Twitter today. Contributors examine provocative themes ranging from the significance of diversity in mediated critical communication pedagogy to the use of film as a conduit to the application of critical communication pedagogy while interrogating possibilities for maximizing theory and praxis in classrooms. Another key contribution is the synthesis of several concepts, such as mediated communication and critical communication pedagogy, to create new ways of talking about complex relations between media and technology uses and teaching and learning communication. Of particular significance is the contributors’ attention to issues of social justice, diversity, equity, and inclusion in the classroom. For instance, David Kahl Jr.’s chapter makes a compelling case for how mediated communication can promote “special” student populations’ marginalization in the classroom, and Allison Brenneise proposes a new, universal design for communication learning to advance ways teachers can reach diverse learners through new media technologies. This collection is a useful resource for scholars and students in communication education, instructional communication, media studies, and critical cultural studies. Summing Up: Highly recommended. Upper-division undergraduates through faculty.

Choice Reviews

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

This edited collection from Atay (College of Wooster) and Fassett (San José State Univ.) is a timely release, given the rise of “alternative facts,” “fake news,” and Twitter today. Contributors examine provocative themes ranging from the significance of diversity in mediated critical communication pedagogy to the use of film as a conduit to the application of critical communication pedagogy while interrogating possibilities for maximizing theory and praxis in classrooms. Another key contribution is the synthesis of several concepts, such as mediated communication and critical communication pedagogy, to create new ways of talking about complex relations between media and technology uses and teaching and learning communication. Of particular significance is the contributors’ attention to issues of social justice, diversity, equity, and inclusion in the classroom. For instance, David Kahl Jr.’s chapter makes a compelling case for how mediated communication can promote “special” student populations’ marginalization in the classroom, and Allison Brenneise proposes a new, universal design for communication learning to advance ways teachers can reach diverse learners through new media technologies. This collection is a useful resource for scholars and students in communication education, instructional communication, media studies, and critical cultural studies. Summing Up: Highly recommended. Upper-division undergraduates through faculty.

Choice

This edited collection from Atay (College of Wooster) and Fassett (San José State Univ.) is a timely release, given the rise of “alternative facts,” “fake news,” and Twitter today. Contributors examine provocative themes ranging from the significance of diversity in mediated critical communication pedagogy to the use of film as a conduit to the application of critical communication pedagogy while interrogating possibilities for maximizing theory and praxis in classrooms. Another key contribution is the synthesis of several concepts, such as mediated communication and critical communication pedagogy, to create new ways of talking about complex relations between media and technology uses and teaching and learning communication. Of particular significance is the contributors’ attention to issues of social justice, diversity, equity, and inclusion in the classroom. For instance, David Kahl Jr.’s chapter makes a compelling case for how mediated communication can promote “special” student populations’ marginalization in the classroom, and Allison Brenneise proposes a new, universal design for communication learning to advance ways teachers can reach diverse learners through new media technologies. This collection is a useful resource for scholars and students in communication education, instructional communication, media studies, and critical cultural studies. Summing Up: Highly recommended. Upper-division undergraduates through faculty.

CHOICE