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ERIC Number: EJ1142023
Record Type: Journal
Publication Date: 2017
Pages: 23
Abstractor: As Provided
ISSN: ISSN-0363-4523
Embracing Tensions in Feminist Organizational Communication Pedagogies
Linabary, Jasmine R.; Long, Ziyu; Mouton, Ashton; Rao, Ranjani L.; Buzzanell, Patrice M.
Communication Education, v66 n3 p257-279 2017
Feminist pedagogies hold potential to create more inclusive and transformative classrooms. Adopting a tension-centered approach, we draw on our individual and collective reflections on the design and instruction of a multi-section undergraduate organizational communication course to build an autoethnographic account of the tensions associated with enacting feminist pedagogies. Specifically, we unpack the ways tensions emerged as we strove to align our practice with specific feminist pedagogical principles--building nonhierarchical relations, encouraging multivocality, and caring for students--and how we made sense of and discursively managed these tensions. In doing so, we dissect the ways that tensions are communicatively constituted, gauge how to transform our pedagogy by reframing "dualisms" into "dialectics," emphasize the importance of reflexivity, and, finally, offer practical strategies for communication instructors who seek strategies for transforming classrooms.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A