ERIC Number: EJ1367928
Record Type: Journal
Publication Date: 2022
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2640-4524
EISSN: EISSN-2578-2568
Available Date: N/A
Countering the Service-Learning Privilege Problem through Critical Communication Pedagogy and Critical Assessment
Journal of Communication Pedagogy, v6 p271-278 2022
Because the communication discipline values action, civility, and service, it has placed emphasis on the integration of service-learning in its courses. Service-learning has the potential to bridge the gap between the classroom and the community by employing social justice pedagogy--activism that takes critical learning to sites of hegemony. However, service-learning can also promote the unintended side effect of entrenching beliefs about privilege. Therefore, we advocate for a critical service-learning to be facilitated through a critical communication pedagogy (CCP) framework, which emphasizes the recognition and response to hegemony that students encounter. Such an approach employs critical assessment, a means by which to reframe traditional assessment procedures to focus on both content knowledge and its application to ameliorate hegemony in society.
Descriptors: Service Learning, College Students, Self Concept, Advantaged, Communication (Thought Transfer), Power Structure
Central States Communication Association. University of Montevallo, Department of Communication, 75 College Drive, Station 6625, Montevallo, AL 35115. e-mail: csca.ed@gmail.com; Web site: https://scholarworks.wmich.edu/jcp/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A