This edited volume both provides and examines different ways of engaging with critical communication pedagogies in an age of crisis acceleration, where crisis communication impacts social systems including political, economic, educational, cultural, and environmental systems.Building on the frameworks of critical communication pedagogy and critical/social constructionist approaches to crisis communication, contributors to this volume demonstrate the critical importance of communication in the higher education context, a particularly ripe breeding ground for these crises. Contributors address a broad range of topics relating to higher education divided into three major categories - interpersonal and community crises; social, political, and institutional crises; and the development of pedagogical strategies and technologies in response to crises - in order to provide a thorough, well-rounded examination that will be of interest to a widely interdisciplinary audience. This book is not just about weathering crises; it's about reimagining higher education as a space where crises become opportunities for transformative learning and systemic change.
Ahmet Atay is Professor and Chair of the Department of Communication Studies at University of Alabama at Birmingham, USA.Mark J. Congdon Jr. is Associate Professor of Communication & Media within the School of Communication, Media, and the Arts and Director of Workforce Learning Innovation at Sacred Heart University, USA.
Introduction: Navigating Crises through Critical Communication Pedagogy in Higher EducationMark Congdon Jr. & Ahmet Atay Section I: Navigating Interpersonal and Community Crises in Higher Education1. Acknowledging the Crisis of Separation and Disconnection in Student-Teacher RelationshipsKristen Christman, Jessica McCall, & Qorah Thorner2. Tapering a Brewing Crisis: Addressing Students’ Mental Health Through Resilience and Empowerment Messaging and Programming Foluke Omosun3. Is Hope Lost or Alive? Stories of Crisis from Marginalized Voices in the AcademyAhmet Atay & Amber L. GarciaSection II: Addressing Social, Political, and Institutional Crises through Critical Pedagogy4. Dissensus, Dialogue, and Crisis Response as Critical Communication Pedagogy: Examining A University’s Response to Instances of Racism and Anti-Semitism on CampusDrew T. Ashby-King5. Contouring Caring: A Faculty Community of Practice Responding to a Crisis of Equity in Higher EducationLiliana Herakova, Rebecca Buchanan, Mollie Ruben, & Leah Hakkola6. Addressing Crises through Interdisciplinary Education: A Critical Service-Learning Project in Public Relations and Women's, Gender, and Sexuality StudiesMark J. Congdon Jr. & Kelly L. Marino7. Fostering Identity Exploration and Social Justice through Critical Service-Learning during CrisisAli Schaeffing & Sara SchumanSection III: Adapting Pedagogical Strategies and Technologies in Response to Crises8. Lessons Learned Teaching During Crisis: A Narrative Approach Andrew S. Pyle, Antonio La Sala, Ryan P. Fuller, & JJ McIntyre9. Bridging the Digital Divide: Smartphones as Pedagogical Tools for College Students during COVID-19Jin Kim10. Crisis Pedagogy: A Case Study Exploring a Clean Water Access Project During COVID-19Brandi Lawless, Sam Dennison, & Mercedes (Mercy) Bertero11. Open Spaces/Closed Theatres: Pedagogical Interventions in Theatre for Higher Education Emily Bryan, Charles A. Gillespie, & Rachel E. BauerSection IV: Conclusion12. Staying with: The Potential of a Critical Crisis Communication Pedagogy for Communication Education Mark Congdon Jr. & Liliana Herakova13. Epilogue: Patches and ConnectionsLiliana Herakova