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ERIC Number: EJ888790
Record Type: Journal
Publication Date: 2007-Jul
Pages: 4
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1740-4622
Examining Beliefs about Interpersonal Communication and Relationships across Generations: An Assignment of Social Constructionism
Aleman, Melissa Wood; Aleman, Carlos Galvan
Communication Teacher, v21 n3 p68-71 Jul 2007
A basic premise of social approaches to studying communication is that theories of interpersonal communication and personal relationships are reflexively defined, socially constructed, and historically situated. In contrast to the tradition of psychological models of relational processes and message transmission, social approaches encourage students to take seriously the ways in which people account for communication practices and narrate their relational experiences. By doing so, students learn to be not only critical consumers of "universal theories" presented in textbooks and the dominant mass media, but active participants in the development of practical theories useful for assessing their own communication behaviors and making sense of their relational experiences. This article presents an assignment of social constructionism that aims to increase student involvement in examinations of how older and younger adults talk about communication in their romantic relationships, as well as to illuminate the heuristic value of rapport building during interpersonal interviews. This activity consists of two parts: (1) interviews with at least two individuals, one between the ages of 20 and 30 years and one who is over 65 years of age; and (2) an analysis paper. For this activity to be successful, several suggestions are presented. [A list of references and suggested readings is included.]
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: Guides - Classroom - Teacher; Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A