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ERIC Number: ED318041
Record Type: Non-Journal
Publication Date: 1989-Nov
Pages: 36
Abstractor: N/A
Reference Count: N/A
More Than Just Style and Delivery: Recasting Public Speaking Courses for African American Students.
Nance, Teresa A.
Recognizing that too often, African American students in communication courses are confronted with communication principles which to them seem inappropriate, unrealistic, and simply false, this paper analyzes the conceptual foundation of the public speaking course and suggests how it might be made more relevant for African American students. The paper is in four sections. Following an introduction, the first section examines the prevailing educational philosophy currently guiding public speaking courses, identifies the shortcomings of this approach for meeting the needs of the African American student, and offers a more responsive and appropriate philosophic alternative. The second section suggests how a culturally sensitive public speaking course (adaptable to all students of difference) might be developed. The paper then describes an approach to public speaking which engages students in a process of developing speeches within various cultural contexts. And finally, a brief concluding section points out that the unique qualities African American students bring to the classroom should be a great resource to a teacher, to the other students, and to the colege/university; that the differences among students should be celebrated by recognizing them and using them to enhance knowledge of subject areas; and that a true celebration of classroom differences validates not only the experience of African American students but of any student who perceives herself or himself to be somehow out of step with other members of the class. Twenty-three references are attached. An appendix contains a model for designing culturally sensitive communication courses. (SR)
Publication Type: Speeches/Meeting Papers; Reports - Evaluative; Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A