Mediated Critical Communication Pedagogy

Ahmet Atay is associate professor of communication at the College of Wooster.Deanna L. Fassett is department chair and professor of communication pedagogy and coordinator of the department's graduate teaching associate program at San José State University.

• Chapter 1: Questioning Dialogue, Arguing Dissemination, and Cultivating Generative DoubtChapter 2: Mitigating Pedagogical Marginalization: Critically Assessing the Use of Mediated Communication with Special Populations of StudentsChapter 3: Learning from One Another: Con/Divergences with/in/between Online Pedagogy, Andragogy, and Critical PedagogyChapter 4: New Media, New Possibilities: Engaging DiversityChapter 5: Critiquing Hegemony through Mediated Critical Communication Pedagogy:Key Questions for Critical Media AnalysisChapter 6: Critical Engagement or Critical Mistake?: Social Media, Ethics, and Critical Communication PedagogyChapter 7: Applying Critical Communication Pedagogy Through Online Discussions on Stereotypes and Prejudicial SpeechChapter 8: Beyond the Classroom Walls: The Intersection of Critical Communication Pedagogy and Public Pedagogy as Evidenced in “Let’s Plays”Chapter 9: Expanding Mediated Communication for InclusivityChapter 10: Building Critical Feminist Media Literacy with Hot Girls Wanted: Discussing Gender, Sexuality, and Labor in the Age of Internet PornographyChapter 11: Critical Communication Pedagogy and Film

This edited collection from Atay (College of Wooster) and Fassett (San José State Univ.) is a timely release, given the rise of “alternative facts,” “fake news,” and Twitter today. Contributors examine provocative themes ranging from the significance of diversity in mediated critical communication pedagogy to the use of film as a conduit to the application of critical communication pedagogy while interrogating possibilities for maximizing theory and praxis in classrooms. Another key contribution is the synthesis of several concepts, such as mediated communication and critical communication pedagogy, to create new ways of talking about complex relations between media and technology uses and teaching and learning communication. Of particular significance is the contributors’ attention to issues of social justice, diversity, equity, and inclusion in the classroom. For instance, David Kahl Jr.’s chapter makes a compelling case for how mediated communication can promote “special” student populations’ marginalization in the classroom, and Allison Brenneise proposes a new, universal design for communication learning to advance ways teachers can reach diverse learners through new media technologies. This collection is a useful resource for scholars and students in communication education, instructional communication, media studies, and critical cultural studies. Summing Up: Highly recommended. Upper-division undergraduates through faculty.