| Título: | Critical Communication Pedagogy and Assessment: Reconciling Two Seemingly Incongruous Ideas |
| Autores: | Kahl, Jr., David H.; Penn State Erie, The Behrend College |
| Fecha: | 2013-11-13 |
| Publicador: | International journal of communication |
| Fuente: |
 |
| Tipo: |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
| Tema: | No aplica |
| Descripción: | Many critical educators struggle with the idea of assessment, viewing it as a practice that stifles a critical communication pedagogical agenda. However, assessment is a necessary part of education, because it helps instructors to determine how well students are meeting course goals. In fact, I argue that assessment can be a positive tool to help critical educators to work toward conscientization, thus, determining whether students are developing a heightened awareness of hegemony, identifying avenues for praxis, and developing means to respond to hegemony when they discern its presence in society. By providing examples of how critical educators can help students reach conscientization, this article examines the relationship between two seemingly incongruous terms—critical communication pedagogy and assessment—to enable critical educators to facilitate a critical agenda. |
| Idioma: | Inglés |
1 | 6 |
2 | 7 |
3 | 8 |
4 USC Annenberg Center Speaker Series - Richard Collins on "Network Governance and the Internet in the UK" and Terhi Rantanen on “When News Was New" por Collins, Richard,Rantanen, Terhi | 9 |
5 Joseph Turow: Niche Envy: Marketing Discrimination in the Digital Age por Hamilton, James T. | 10 |