Critical Intercultural Communication Pedagogy

by Ahmet Atay (Editor), Satoshi Toyosaki (Editor), Bernadette Marie Calafell Gonzaga University; autho (Contribution by), Sharon Chuang (Contribution by), Leda Cooks University of Massachuset (Contribution by)

Overview

Critical Intercultural Communication Pedagogy constructs a theoretical frame through which critical intercultural communication pedagogy can be dreamed, envisioned, and realized as praxis. Its chapters provide answers to questions surrounding the relationship of intercultural communication pedagogy to critical race theory, queer theory, critical ethnography, and narrative methodology, among others. Utilizing a diverse array of theoretical and methodological approaches within critical intercultural communication research, this collection is creatively engaging, theoretically innovating, and pedagogically encouraging.

Product Details

ISBN-13:	9781498531221
Publisher:	Lexington Books
Publication date:	06/15/2020
Pages:	286
Product dimensions:	6.00(w) x 9.00(h) x 0.63(d)

About the Author

Ahmet Atay is associate professor of communication at the College of Wooster.
Satoshi Toyosaki is associate professor of communication studies at Southern Illinois University.

Table of Contents

Contents

Introduction
Chapter One: Demarcating the “Critical” in Critical Intercultural Communication Studies
Rona Tamiko Halualani
Chapter Two: Making a Place: A Framework for Educators Working with Critical Intercultural Communication and Critical Communication Pedagogy
Jennifer Sandoval and Keith Nainby
Chapter Three: Intercultural Communication, Ethics and Activism Pedagogy
Leda Cooks
Chapter Four: (Critical) Love is a Battlefield: Implications for a Critical Intercultural Pedagogical Approach
Bernadette Marie Calafell and Robert Gutierrez-Perez
Chapter Five: Engaging Historical Trauma in the Classroom: Ethnoautobiography as Decolonizing Practice
S. Lily Mendoza
Chapter Six: Pedagogies of Failure: Queer Communication Pedagogy as Anti-Normative
Benny LeMaster
Chapter Seven: Pedagogy of the Taboo: Theorizing Transformative Teaching-Learning Experiences that Speak Truth(s) to Power
Mark P. Orbe
Chapter Eight: Obstructing the Process of Becoming: Basal Whiteness and the Challenge to Critical Intercultural Communication Pedagogy
Gust A. Yep and Ryan M. Lescure
Chapter Nine: Performing Otherness as an Instructor in the Interracial Communication Classroom: An Autoethnographic Approach
Tina Harris
Chapter Ten: Encountering Karma: The Transgressive Adventures of a Korean-born TCK Pedagogue in the US South
Jieyoung Kong
Chapter Eleven: Mediated Critical Intercultural Communication
Ahmet Atay
Chapter Twelve: Addressing Cultural Intersections: Critical Feminist Communication Pedagogy
Amy Aldridge Sanford and Jennifer V. Martin
Chapter Thirteen: Dialogue and Intercultural Communication Pedagogy
Alberto Gonzalez and Linsay Cramer
Chapter Fourteen: Critical Intercultural Communication Pedagogy from within: Textualizing Intercultural and Intersectional Self-Reflexivity
Satoshi Toyosaki and Hsun-Yu (Sharon) Chuang
About the Editors
About the Contributors

Editorial Reviews

This is a rich and essential collection of essays by leading scholar-educators of critical intercultural communication. Rooted in lived experiences across identities and standpoints, it incorporates powerful narrative autoethnography, performance, embodied practice, critical love, and other approaches within a variety of contexts. It addresses practical, ethical, and emotional elements of teaching, and offers deep and valuable insights for seasoned and novice critical educators who strive to decolonize our teaching through dialogue and self-reflexivity. Merging insights of intercultural communication scholarship with those of critical pedagogy, the book constitutes an important contribution to the turn toward social justice within communication studies.

Sara DeTurk

Critical Intercultural Communication Pedagogy is a powerful and resonant collection of insights into the nuances of culture, power, and pedagogy. Because the authors open dialogic explorations into teaching, learning, and embodying feminist, mediated, postcolonial, queer, and other critical theories, these writings will be of great interest and value to communication scholars in/of/beyond the classroom. Atay and Toyosaki have assembled established scholars who are committed to modeling reflexivity in illuminating and interrogating structures of power and privilege that affect us all. These readings command us to compassionately and critically investigate our own roles in naming, perpetuating, and challenging these structures in our classrooms and in our scholarship; its value to the discipline is considerable.--Deanna L. Fassett, San José State University

This is a rich and essential collection of essays by leading scholar-educators of critical intercultural communication. Rooted in lived experiences across identities and standpoints, it incorporates powerful narrative autoethnography, performance, embodied practice, critical love, and other approaches within a variety of contexts. It addresses practical, ethical, and emotional elements of teaching, and offers deep and valuable insights for seasoned and novice critical educators who strive to decolonize our teaching through dialogue and self-reflexivity. Merging insights of intercultural communication scholarship with those of critical pedagogy, the book constitutes an important contribution to the turn toward social justice within communication studies.--Sara DeTurk, University of Texas at San Antonio

From the Publisher

Critical Intercultural Communication Pedagogy is a powerful and resonant collection of insights into the nuances of culture, power, and pedagogy. Because the authors open dialogic explorations into teaching, learning, and embodying feminist, mediated, postcolonial, queer, and other critical theories, these writings will be of great interest and value to communication scholars in/of/beyond the classroom. Atay and Toyosaki have assembled established scholars who are committed to modeling reflexivity in illuminating and interrogating structures of power and privilege that affect us all. These readings command us to compassionately and critically investigate our own roles in naming, perpetuating, and challenging these structures in our classrooms and in our scholarship; its value to the discipline is considerable.

Deanna L. Fassett