C. Kyle Rudick
My research and teaching interests are predicated upon my strong belief that is my (your, our) ethical duty to imagine and pursue a life of freedom, equality, and harmony. I encourage students to cultivate an empowered identity by working with them to connect their experiences to a strong democratic ethic. I consider a class successful when students embody the identity of a socially-just, autonomous, and self-motivated change-agent. Please send me a message if you would like to discuss my work further. Thanks!
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social structure of higher education and how, in doing so, they
communicatively (re)produce socializing norms. To this end, we
draw upon the work of the late educational sociologist Pierre
Bourdieu to outline a critical communication pedagogical
understanding of institutional socialization at a public, 4-year
university. We conducted focus groups with 36 college students
to understand their perceptions of (in)appropriate communicative
behaviors, norms, and attitudes in higher education. We then
discuss the importance of their perceptions of social and cultural
capital, connect their ascriptions to the (re)production of existing
social relationships, and advocate for a renewed focus on
seemingly innocuous communication and instruction concepts
and variables in light of our findings. Finally, we offer ways for
instructors to intervene into the socialization process by making
the culture of power visible to all educational participants.
we broach questions about knowledge production and curriculum
development. We first explore how the Right has used arguments
for freedom of speech and ideological diversity to undermine
higher education’s mission in the hope of polluting the public
sphere with ideas that are deeply erroneous and destructive. We
then describe the mission of higher education to serve as a
quality control mechanism for ideas in the public sphere and
reaffirm the importance of academic freedom in safeguarding that
mission. We end by calling for communication and instruction
scholars in particular, and academics in general, to safeguard their
academic expertise against Post-Truth attacks.
social structure of higher education and how, in doing so, they
communicatively (re)produce socializing norms. To this end, we
draw upon the work of the late educational sociologist Pierre
Bourdieu to outline a critical communication pedagogical
understanding of institutional socialization at a public, 4-year
university. We conducted focus groups with 36 college students
to understand their perceptions of (in)appropriate communicative
behaviors, norms, and attitudes in higher education. We then
discuss the importance of their perceptions of social and cultural
capital, connect their ascriptions to the (re)production of existing
social relationships, and advocate for a renewed focus on
seemingly innocuous communication and instruction concepts
and variables in light of our findings. Finally, we offer ways for
instructors to intervene into the socialization process by making
the culture of power visible to all educational participants.
we broach questions about knowledge production and curriculum
development. We first explore how the Right has used arguments
for freedom of speech and ideological diversity to undermine
higher education’s mission in the hope of polluting the public
sphere with ideas that are deeply erroneous and destructive. We
then describe the mission of higher education to serve as a
quality control mechanism for ideas in the public sphere and
reaffirm the importance of academic freedom in safeguarding that
mission. We end by calling for communication and instruction
scholars in particular, and academics in general, to safeguard their
academic expertise against Post-Truth attacks.
critical theory. This critical turn has influenced how the communication studies discipline defines and practices communication education (i.e., learning in communication or how best to teach communication) and instructional communication (i.e., communication in learning, or how communication functions to diminish or support learning across a broad
array of contexts), from the one-on-one tutoring session to training and development, and beyond. This critical turn in communication and instruction is characterized by 10 commitments of critical communication pedagogy refigured here along three themes: (1)
communication is constitutive, (2) social justice is a process, and (3) the classroom is a site of activism and interpersonal justice.
Critical communication pedagogy is defined by three primary criticisms: (1) CCP focuses on postmodern and constitutive philosophies of communication to the detriment of critical theory, (2) CCP focuses too much on in-class communication to the detriment of activist learning, and (3) CCP is over-reliant on autoethnographic and performative
methodologies. An expanded, reinvigorated, and radicalized critical communication pedagogy for communication studies scholars entails greater attention to and extension of critical theory; sustained
engagement in and with activism (both within and beyond the
classroom); and a more robust engagement of diverse methods of data collection and analysis. Critical communication pedagogy scholarship as militant hope is more relevant than ever in the post-Trump era, signaling a way for communication scholars to cultivate ethics of equity and justice at all levels of education.
The authors address important issues for beginning students such as cross-cultural appreciation and understanding, self-care, navigating institutional rules, study habits, relationships and consent, mental and physical health, finances, and the environment, all with a focus that situates the contexts in social justice. Throughout, engaging exercises, class activities, and personal accounts encourage the development of transformative thought.
Designed to help readers navigate higher education to become successful students and responsible, democratically-minded citizens, Engage and Activate is an ideal book for first-year and college success courses or programs, as well as people who will participate in U.S.-based higher education spaces.
Readers will learn the history, vocabulary, and skill set needed to recognize teaching and learning as sites for humanization, transformation, and growth. Topics include mentoring as an act of love, assessment, power, facilitating critical dialogue about oppression and privilege, and developing social justice classroom activities for the communication classroom.
Both critical and pragmatic, Teaching From the Heart is ideal for courses in teaching communication and a valuable tool for any instructor who wishes to work with students to explore issues regarding power, privilege, and oppression while learning meaningful course content.