Forum response: sustaining ourselves as scholars

IF 0.9 Q3 COMMUNICATION

COMMUNICATION EDUCATION Pub Date : 2023-05-31 DOI:10.1080/03634523.2023.2210228

Stephanie Norander

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引用次数: 1

Abstract

In our classrooms, the trauma-informed practices and student-centered pedagogies can be read as resistance to enduring and outdated pedagogical practices as well as a "back to normal" or "business as usual" approaches to the ongoing effects of COVID-19 (Cartee;Raptis). As the COVID-19 pandemic and its lingering effects have shown us, long-term sustenance of ourselves and others as learners, teachers, scholars, and human beings is perhaps most worthy of our focus when cultivating a meaningful career - more so than traditional measures of productivity and success. Hosek and Verhoff complement these institutional and classroom-level considerations with their essay on crafting a sustainable career, emphasizing personal agency. [Extracted from the article] Copyright of Communication Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

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论坛回应:保持学者的身份

在我们的课堂上，创伤知识实践和以学生为中心的教学方法可以被解读为对持久和过时的教学实践的抵制，以及对COVID-19持续影响的“回归正常”或“一切照旧”方法(Cartee;Raptis)。正如2019冠状病毒病大流行及其持续影响向我们表明的那样，在培养有意义的职业生涯时，作为学习者、教师、学者和人类的自己和他人的长期维持可能是最值得我们关注的——比传统的生产力和成功衡量标准更重要。Hosek和Verhoff在他们关于打造可持续职业的文章中补充了这些机构和课堂层面的考虑，强调了个人的能动性。【摘自文章】传播教育的版权是Taylor & Francis Ltd的财产，未经版权所有者的明确书面许可，其内容不得复制或通过电子邮件发送到多个网站或发布到listserv。但是，用户可以打印、下载或通过电子邮件发送文章供个人使用。这可以删节。对副本的准确性不作任何保证。用户应参阅原始出版版本的材料的完整。(版权适用于所有人。)

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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