{"title":"课堂上的Ableism:通过分析量规来教授可及性和精神","authors":"Mary Katie Tigert, Joshua H. Miller","doi":"10.1080/17404622.2021.2006254","DOIUrl":null,"url":null,"abstract":"This activity is designed to help students recognize ableist assumptions in rhetoric and how we evaluate what constitutes a “good” speaker and their ethos. It will highlight how ableism is embedded in social norms, using classroom public-speaking rubrics to do so. Students learn how to identify these ableist assumptions better and develop a more nuanced understanding of how speakers develop ethos. \n Courses\n Public Speaking, Interpersonal Communication, Small-Group Communication, Interviewing, Nonverbal Communication, Rhetorical Criticism. \n Objectives\n By the end of this activity, students will be able to: (1) define key terms, including ableism, social model of disability, and ethos; (2) explain how ableist assumptions inform how we evaluate rhetoric and public speaking; and (3) demonstrate how ethos is based on social norms that are embedded in ableist assumptions.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"36 1","pages":"264 - 268"},"PeriodicalIF":0.4000,"publicationDate":"2021-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Ableism in the classroom: Teaching accessibility and ethos by analyzing rubrics\",\"authors\":\"Mary Katie Tigert, Joshua H. Miller\",\"doi\":\"10.1080/17404622.2021.2006254\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This activity is designed to help students recognize ableist assumptions in rhetoric and how we evaluate what constitutes a “good” speaker and their ethos. It will highlight how ableism is embedded in social norms, using classroom public-speaking rubrics to do so. Students learn how to identify these ableist assumptions better and develop a more nuanced understanding of how speakers develop ethos. \\n Courses\\n Public Speaking, Interpersonal Communication, Small-Group Communication, Interviewing, Nonverbal Communication, Rhetorical Criticism. \\n Objectives\\n By the end of this activity, students will be able to: (1) define key terms, including ableism, social model of disability, and ethos; (2) explain how ableist assumptions inform how we evaluate rhetoric and public speaking; and (3) demonstrate how ethos is based on social norms that are embedded in ableist assumptions.\",\"PeriodicalId\":44418,\"journal\":{\"name\":\"Communication Teacher\",\"volume\":\"36 1\",\"pages\":\"264 - 268\"},\"PeriodicalIF\":0.4000,\"publicationDate\":\"2021-12-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Communication Teacher\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/17404622.2021.2006254\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"COMMUNICATION\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Communication Teacher","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/17404622.2021.2006254","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"COMMUNICATION","Score":null,"Total":0}
Ableism in the classroom: Teaching accessibility and ethos by analyzing rubrics
This activity is designed to help students recognize ableist assumptions in rhetoric and how we evaluate what constitutes a “good” speaker and their ethos. It will highlight how ableism is embedded in social norms, using classroom public-speaking rubrics to do so. Students learn how to identify these ableist assumptions better and develop a more nuanced understanding of how speakers develop ethos.
Courses
Public Speaking, Interpersonal Communication, Small-Group Communication, Interviewing, Nonverbal Communication, Rhetorical Criticism.
Objectives
By the end of this activity, students will be able to: (1) define key terms, including ableism, social model of disability, and ethos; (2) explain how ableist assumptions inform how we evaluate rhetoric and public speaking; and (3) demonstrate how ethos is based on social norms that are embedded in ableist assumptions.