Abstract
While the basic content of the public speaking course has changed little, the method and manner in which these skills are taught can, and should, reflect the dynamic socio-political contexts in which we live and teach. This reflection essay addresses a struggle to keep the public speaking course relevant, innovative, and practical while also incorporating necessary learning outcomes. As a potential solution, I introduce a Public Speaking for Social Justice Model for the introductory course. The model requires that students thoroughly examine a timely social justice issue; situate themselves and their classmates within the issue while featuring marginalized voices and narratives; seek a critical, well-researched understanding through sustained analysis and interrogation; and offer pragmatic solutions in order to affect change. The paper concludes with appraisals and limitations based on utilization of the model for four years.
DOI
10.31446/JCP.2019.16
Author ORCID Identifier
Recommended Citation
Putnam, A. L. (2019). Reflection on a pedagogical shift: A public speaking for social justice model, Journal of Communication Pedagogy, 2, 83-89. https://doi.org/10.31446/JCP.2019.16
Included in
Educational Methods Commons, Other Communication Commons, Other Education Commons, Scholarship of Teaching and Learning Commons, Speech and Rhetorical Studies Commons
