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.
Author ORCID Identifier
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