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Mediated Critical Communication Pedagogy explores the role of both
traditional and new media in critical communication pedagogy. This
edited volume addresses not only how new and other forms of media
serve as tools towards social justice in the communication
classroom, but also how those media transform the classroom
interaction itself in empowering and disempowering ways.
Contributors describe and assess how particular instances of media
use—particularly the use of new media technologies—support or
challenge critical communication pedagogy. Each chapter engages in
critical analysis of how to effectively use particular mediums in
the classroom, how classroom communication is affected by uses of
new media, and particular instances of critical communication
pedagogy in teaching. Scholars of communication and education will
find this book particularly useful.
In Grading Justice: Teacher-Activist Approaches to Assessment, new
and seasoned teachers explore socially-just approaches of
assessment, including practices aimed at resisting and undoing
grading and assessment altogether, to create more democratic
grading policies and practices, foregrounding the transformative
potential of communication within college courses. The
contributions in this collection invite readers to consider not
only how educators might assess social justice work in and beyond
the classroom, but also to imagine what a social justice approach
to grading and assessment would mean for intervening into
potentially unjust modes of teaching and learning by creating more
just practices and policies. Scholars of pedagogy, Social Activism,
and communications will find this book particularly interesting.
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