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This collection, edited by Daniel S. Strasser, was unearthed from
the demand for more inclusive and expansive dialogues on
intersectional identities, ethnicity, neuro-diversity, physical
ability, religion, sexual orientation, class, and gender
performance in academia. The autoethnographic and narrative
accounts within Communication and Identity in the Classroom:
Intersectional Perspectives of Critical Pedagogy offer personal,
experiential perspectives on the power of identity to influence
educators in classroom and mentoring spaces. The multiple
perspectives offered here promote dialogue about how personal
experience provides the ground upon which we build more dynamic
relationships and communities. The contributors' experiences offer
examples for a more expansive understanding of privilege,
oppression, and identity. These seeds for conversation nourish
discourses that build new communicative bridges between educators
and students as we prepare to face the next interaction, class, and
challenges and opportunity for resilience. This collection invites
educators to be critical of their bodies, of their politics, of
their intersecting identities, and acknowledge in words and actions
that our bodies are political. Throughout this collection the
contributors expand upon theories and methods of critical
communication scholarship, radical love, and intersectionality
using their embodied pedagogical experiences to ground the
scholarship.
This collection, edited by Daniel S. Strasser, was unearthed from
the demand for more inclusive and expansive dialogues on
intersectional identities, ethnicity, neuro-diversity, physical
ability, religion, sexual orientation, class, and gender
performance in academia. The autoethnographic and narrative
accounts within Communication and Identity in the Classroom:
Intersectional Perspectives of Critical Pedagogy offer personal,
experiential perspectives on the power of identity to influence
educators in classroom and mentoring spaces. The multiple
perspectives offered here promote dialogue about how personal
experience provides the ground upon which we build more dynamic
relationships and communities. The contributors' experiences offer
examples for a more expansive understanding of privilege,
oppression, and identity. These seeds for conversation nourish
discourses that build new communicative bridges between educators
and students as we prepare to face the next interaction, class, and
challenges and opportunity for resilience. This collection invites
educators to be critical of their bodies, of their politics, of
their intersecting identities, and acknowledge in words and actions
that our bodies are political. Throughout this collection the
contributors expand upon theories and methods of critical
communication scholarship, radical love, and intersectionality
using their embodied pedagogical experiences to ground the
scholarship.
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