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ERIC Number: EJ952504
Record Type: Journal
Publication Date: 2012
Pages: 4
Abstractor: ERIC
ISSN: ISSN-1740-4622
Culturally Relevant Pedagogy and the Public Speaking Classroom
Colvin, Janet Weston; Tobler, Nancy
Communication Teacher, v26 n1 p33-36 2012
From the earliest roots of rhetoric, practitioners emphasized the need for analyzing one's audience before developing a speech. Textbooks for most basic public speaking courses spend at least one chapter discussing audience analysis. Authors discuss adapting messages to various demographic, cultural, and individual differences. As a result, communication educators teach the concept of audience analysis almost ubiquitously, especially in public speaking contexts. Rarely, do public speaking textbooks cover how public speaking instructors should adapt their message to audience diversity within their own classrooms. Many educators view college students in the stereotypical image of forever young, white, and culturally homogenous. However, this view is becoming obsolete, if it was ever really accurate. Currently, minorities are roughly one-third of the U.S. population and it is projected that by 2042 racial and ethnic minorities will account for the majority of the U.S. population. With such demographic changes, educators need to incorporate culturally diverse students. However, too many educators view teaching as something that has nothing to do with culture or heritage. Teaching is seen as imparting intellectual, vocational, and civic skills and students from different ethnicities should learn to adapt to the existing context. In this article, the authors describe an activity and course development which were designed to incorporate culturally relevant pedagogy into a public speaking classroom.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A