NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1010099
Record Type: Journal
Publication Date: 2013
Pages: 5
Abstractor: ERIC
Reference Count: 11
ISBN: N/A
ISSN: ISSN-1740-4622
Dialogue across Lines of Difference: Acknowledging and Engaging Diverse Identities in the Classroom
De La Mare, Danielle M.
Communication Teacher, v27 n2 p71-75 2013
Social identity is central to communication and culture, and while many intercultural communication textbooks devote much more space to the topic than they have in the past, undergraduate students continue to understand social identity in largely superficial terms. In order for them to grasp its complexity and its relationship to communication, the author requires students to apply academic knowledge about social identity (e.g., Allen, 2011) to their understandings of self and orally explore these discoveries in class discussion. In a diverse classroom, such discussion is itself a practice in intercultural communication, which promotes cognitive, affective, and behavioral growth all cornerstones of effective intercultural communication pedagogy (Kim & Gudykunst, 2009). This article describes a multiple-day discussion activity in which students will be able to apply academic knowledge about social identity to their own lives, and analyze its relevance to various issues of culture and communication.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A