As cultures and societies become progressively more interdependent, it is imperative that citizens develop a deeper appreciation and understanding of the fundamental interconnectedness underpinning our experiences, problems, and common interests. Unfortunately, many contemporary practices in higher education continue to perpetuate mechanistic views and tendencies that reinforce a fragmented understanding of life and reality. The goal of this critical teacher-research investigation was to examine students' responses to my efforts to teach a college communication course utilizing a critical and systemic pedagogical framework. A qualitative methodology and interpretive framework were used to study the experiences and perspectives of 28 college students enrolled in an introductory small group communication course. Primary methods of data collection involved in-depth interviews, ethnographic observations, and student assignments. The findings suggested that although many students (a) misunderstood my instructional aims and expectations, and (b) resisted my communication pedagogy, several (c) experienced meaningful personal growth and critical consciousness as a result of the approach. In light of these findings, it is recommended that communication teachers concerned with critical and systemic purposes of education (a) continually emphasize and integrate themes of relationship into classroom learning experiences, (b) explicate and negotiate dissonance as a means of promoting complex understandings, and (c) sustain opportunities for critical holistic consciousness and growth through substantive class interactions and critical dialogue. I conclude that it is important to critique mechanistic approaches to both communication education and life in order to prepare citizens for more connected ways of communicating, learning, and relating within an increasingly diverse and interrelated world.
|Advisor:||Houser, Neil O.|
|School:||The University of Oklahoma|
|Department:||Department of Instructional Leadership and Academic Curriculum|
|School Location:||United States -- Oklahoma|
|Source:||DAI-A 69/04, Dissertation Abstracts International|
|Subjects:||Educational sociology, Communication, Curriculum development|
|Keywords:||Communication education, Communication pedagogy, Critical pedagogy, Small group communication, Systems theory|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be