Less talk, more action: moving Communication Education toward racial justice

IF 0.9 Q3 COMMUNICATION

COMMUNICATION EDUCATION Pub Date : 2022-09-04 DOI:10.1080/03634523.2022.2105918

Cicely T. Wilson, K. Hendrix

引用次数: 3

Abstract

We are two communication scholars at di ﬀ erent points in our careers, with Cicely being midcareer, and Katherine a senior faculty member. As two individuals at disparate points in our careers, our perspectives are not identical. Cicely was mentored by me (Katherine), and our perspectives are in sync based on several factors, including being Black women in academia. In this paper, we synthesize ﬁ ve essays motivated by Waymer ’ s (2021) article. Waymer asks how communication education scholars will respond to bold acts of hatred and employ our expertise to promote social and racial justice in our classrooms, cam-puses, broader communities, and the world.

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少说话，多行动：让传播教育走向种族正义

我们是两个处在职业生涯不同阶段的传播学学者，西塞莉处于职业生涯中期，凯瑟琳是资深教员。作为处于职业生涯不同阶段的两个人，我们的观点并不相同。西塞莉是我(凯瑟琳)的导师，基于几个因素，包括作为学术界的黑人女性，我们的观点是一致的。在本文中，我们综合了由Waymer(2021)文章激发的五篇文章。Waymer问道，传播教育学者将如何应对大胆的仇恨行为，并利用我们的专业知识在我们的教室、校园、更广泛的社区和世界上促进社会和种族正义。

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