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ERIC Number: EJ1153472
Record Type: Journal
Publication Date: 2017
Pages: 3
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0363-4523
EISSN: N/A
Envisioning Instructional Communication Research as a Multi-Paradigmatic Response to Neoliberalism's Effect on Instruction. Forum: The Future of Instructional Communication
Kahl, David H., Jr.
Communication Education, v66 n4 p481-483 2017
Throughout its history, instructional communication research has played an important role in the discipline of Communication. In tracing its lineage, Myers (2010) explains that instructional communication research has focused on communicative behaviors that instructors use with their students to better understand and facilitate affective and cognitive learning. Thus, it has been instrumental in elucidating the ways in which communication influences the messages instructors and students send in the classroom. David Kahl, Jr. suggests that instructional communication research suffers from a somewhat myopic view of instruction. He sees a need to expand the scope of instructional communication research in order to better understand and resist increasing neoliberal pressure on education. Kahl argues that instructional communication research is well suited to address this problem, as it directly investigates communication at the site of the problem--the classroom. Therefore, he contends that instructional communication research can respond to this problem by coupling itself with the critical paradigm. Coupling the paradigms will provide a more comprehensive understanding of neoliberalism than either paradigm would alone. Doing so will allow for the production of scholarship that examines communication pedagogy through empirical and critical lenses to understand the effect that neoliberalism has on communication, teaching, and learning.
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: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A