Existent scholarship in communication studies has failed to adequately address the particular pedagogical context of current public secondary education within the United States. While communication studies has produced a great deal of scholarship centered within the framework of critical pedagogy, these efforts fail to offer public high school teachers in the U.S. a tenable alternative to standardized constructs of educational communication. This thesis addresses the need for a workable, critical pedagogy in this particular educational context as a specific question of educational communication. a theorization of pedagogical action drawing from critical pedagogy, pragmatism, and communication studies termed “critical pragmatism” is offered as an effective, critical counter point to current neoliberal classroom practices in U.S. public secondary schools.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc115103 |
| Date | 05 1900 |
| Creators | Jordan, Jason |
| Contributors | Anderson, Karen A., Enck-Wanzer, Suzanne M., Wanzer, Darrel Allen |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | Text |
| Rights | Public, Jordan, Jason, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
Page generated in 0.0024 seconds