Abstract
Because the communication discipline values action, civility, and service, it has placed emphasis on the integration of service-learning in its courses. Service-learning has the potential to bridge the gap between the classroom and the community by employing social justice pedagogy–activism that takes critical learning to sites of hegemony. However, service-learning can also promote the unintended side effect of entrenching beliefs about privilege. Therefore, we advocate for a critical service-learning to be facilitated through a critical communication pedagogy (CCP) framework, which emphasizes the recognition and response to hegemony that students encounter. Such an approach employs critical assessment, a means by which to reframe traditional assessment procedures to focus on both content knowledge and its application to ameliorate hegemony in society.
DOI
10.31446/JCP.2022.1.18
Author ORCID Identifier
David H. Kahl, Jr.: 0000-0003-4757-9067
Ahmet Atay: 0000-0001-6555-3472
Najla G. Amundson: 0000-0001-8096-9572
Recommended Citation
Kahl, Jr., D. H., Atay, A., & Amundson, N. G. (2022). Countering the Service-Learning Privilege Problem Through Critical Communication Pedagogy and Critical Assessment. Journal of Communication Pedagogy, 6, 271-278. https://doi.org/10.31446/JCP.2022.1.18
Included in
Critical and Cultural Studies Commons, Education Commons, Other Arts and Humanities Commons, Other Communication Commons, Other Languages, Societies, and Cultures Commons
