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Critical Communication Pedagogy
In this autoethnographic work, authors Deanna L. Fassett and John T. Warren illustrate a synthesis of critical pedagogy and instructional communication, as both a field of study and a teaching philosophy. Critical Communication Pedagogy is a poetic work that charts paradigmatic tensions in instructional communication research, articulates commitments underpinning critical communication pedagogy, and invites readers into self-reflection on their experiences as researchers, students, and teachers.
216 pages, Paperback
First published July 1, 2006
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July 6, 2019
Critical Communication Pedagogy, by Deanna L. Fassett & John T. Warren
This was one of the first texts I had to buy for graduate school and one of the first I had to read. Unfortunately, in a semester where two-thirds of my classes were online, I didn’t give it the time and attention it needed and I therefore didn’t “get it.” Or maybe because I “didn’t get it” I didn’t give it the time and attention it deserved. Perhaps I wrote it off because I couldn’t fathom education which operated on principles of openness and uncertainty. I still don’t get it, but I feel more comfortable with that now and I think Fassett and Warren would consider that one of the many points they make in their work.
I re-read this textbook a little under 8 years since I was assigned to read it and I’m happy to say I understand more the journey of critical communication pedagogy: thought, action, reflection, back to thought. Fassett and Warren skillfully sketch that which they name critical communication pedagogy through an accessible blend of readings and experiences which have inspired and challenged them. They do not so much propose principles of CCP to be explored and followed, instead drawing out the problems, theories, and experiences connected to CCP before the recognition of their connection or even of that which they now name.
I cannot say enough good things about this book. The thinking modeled by Fassett and Warren is both brutal and exquisite. The constant doing and undoing of pedagogy in teaching and research is simultaneously exhausting and inspiring. I close this book a second time feeling satisfied and yet uncomfortable in the knowledge that this reading has left me with much to think about.
This was one of the first texts I had to buy for graduate school and one of the first I had to read. Unfortunately, in a semester where two-thirds of my classes were online, I didn’t give it the time and attention it needed and I therefore didn’t “get it.” Or maybe because I “didn’t get it” I didn’t give it the time and attention it deserved. Perhaps I wrote it off because I couldn’t fathom education which operated on principles of openness and uncertainty. I still don’t get it, but I feel more comfortable with that now and I think Fassett and Warren would consider that one of the many points they make in their work.
I re-read this textbook a little under 8 years since I was assigned to read it and I’m happy to say I understand more the journey of critical communication pedagogy: thought, action, reflection, back to thought. Fassett and Warren skillfully sketch that which they name critical communication pedagogy through an accessible blend of readings and experiences which have inspired and challenged them. They do not so much propose principles of CCP to be explored and followed, instead drawing out the problems, theories, and experiences connected to CCP before the recognition of their connection or even of that which they now name.
I cannot say enough good things about this book. The thinking modeled by Fassett and Warren is both brutal and exquisite. The constant doing and undoing of pedagogy in teaching and research is simultaneously exhausting and inspiring. I close this book a second time feeling satisfied and yet uncomfortable in the knowledge that this reading has left me with much to think about.
Displaying 1 of 1 review