Towards an asexual-affirming communication pedagogy

IF 0.9 Q3 COMMUNICATION

COMMUNICATION EDUCATION Pub Date : 2022-12-01 DOI:10.1080/03634523.2022.2151638

Ben Brandley, Angela Labador

引用次数: 1

Abstract

ABSTRACT In this essay, we move towards theorizing an asexual-affirming communication pedagogy. We position asexual-affirming (or ace-affirming) communication pedagogy as having two core commitments: (1) challenging allonormativity and (2) creating ace-affirming spaces. In developing pedagogical praxis points for these commitments, we address the tensions of challenging allonormativity on stolen land and offer classroom interventions designed to affirm intersectionally diverse asexual-spectrum individuals and communities in popular communication courses including intercultural and gender communication, interpersonal and family communication, mass media, organizational communication, and health communication. We weave interview data from 20 asexual-spectrum individuals to support our theorizing towards our goal of worldmaking radically affirming classrooms, curricula, and communities.

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迈向无性肯定的交流教学法

摘要在这篇文章中，我们走向了一种无性肯定的交流教育学的理论化。我们将无性肯定（或肯定王牌）交流教育学定位为具有两个核心承诺：（1）挑战异规范性和（2）创造肯定王牌的空间。在为这些承诺制定教学实践点时，我们解决了在被盗土地上挑战非规范性的紧张局势，并提供课堂干预措施，旨在在流行的沟通课程中确认跨部门多样化的无性谱系个人和社区，包括跨文化和性别沟通、人际和家庭沟通、大众媒体，组织沟通和健康沟通。我们编织了20名无性恋谱系个体的采访数据，以支持我们的理论，实现我们创造世界的目标，从根本上肯定课堂、课程和社区。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

COMMUNICATION EDUCATION EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

34.80%

发文量

期刊介绍： Communication Education is a peer-reviewed publication of the National Communication Association. Communication Education publishes original scholarship that advances understanding of the role of communication in the teaching and learning process in diverse spaces, structures, and interactions, within and outside of academia. Communication Education welcomes scholarship from diverse perspectives and methodologies, including quantitative, qualitative, and critical/textual approaches. All submissions must be methodologically rigorous and theoretically grounded and geared toward advancing knowledge production in communication, teaching, and learning. Scholarship in Communication Education addresses the intersections of communication, teaching, and learning related to topics and contexts that include but are not limited to: • student/teacher relationships • student/teacher characteristics • student/teacher identity construction • student learning outcomes • student engagement • diversity, inclusion, and difference • social justice • instructional technology/social media • the basic communication course • service learning • communication across the curriculum • communication instruction in business and the professions • communication instruction in civic arenas In addition to articles, the journal will publish occasional scholarly exchanges on topics related to communication, teaching, and learning, such as: • Analytic review articles: agenda-setting pieces including examinations of key questions about the field • Forum essays: themed pieces for dialogue or debate on current communication, teaching, and learning issues