Ethics of Teaching

CCP- Critical communication pedagogy

 

Critical pedagogy is a teaching approach which attempts to help students question and challenge domination, and the beliefs and practices that dominate. In other words, it is a theory and practice of helping students achieve critical awareness. Critical communication pedagogy is a fairly new viewpoint that studies relationships between power and communication in educational contexts. CCP integrates a variety of course activities and materials. Critical communication pedagogy makes everyone defenseless since it reconfigures student teacher relationships, which can be difficult for students and teachers.

In the article “Using Critical Communication Pedagogy to Teach Public Speaking”, Danielle De La Mare utilizes a service-learning tactic that necessitates students to utilize public speaking concepts to speeches they will create and present before audiences. In this activity, students learn how to adapt to any audience. Students partake in service learning projects outside the classroom. “Whether it is racism, classism, sexism, ageism, or anything else, CCP attempts to challenge communication practices complicit in maintaining oppressive social systems, and emphasizes the need for people to connect to one another” (De La Mare, 2014, 198). The students in this class are forced to connect with various audiences. The author expresses how the instructor divides the course into four sections. De La Mare explains, how students learn through service learning projects, audience analysis, final speeches and debriefing. The instructor prompts students to engage in class discussion. The instructor arranges the class in a circle to help students participate in classroom discussion. In this article students learn interesting ways to conduct speeches. The teachers push students to build strong relationships with the community.

 

 

 

 In the audience analysis learning stage, students meet their audience and form a relationship with the audience. Although the students participating in this activity may feel confident, they have to deliver two practice speeches. At the end of the experiment students debrief by sharing their service learning experience with the class. Critical Communication Pedagogy allows students to be actively engaged throughout the entire semester. Using Critical Communication is one of the best ways to teach public speaking. This is a prime example of learning by doing. “Using Critical Communication Pedagogy to Teach Public Speaking” is the best method to train speakers.

In the article, “Viewing CCP through a Cinematic Lens” students learn about the role of hegemony and power in the classroom. Several students don’t understand how serious hegemony is in the classroom. An easy way to experience power in the classroom is through oppression or by domination. Students learn about through service learning projects in school. In the article Kahl focuses on student awareness of hegemony and analyzing the pedagogical behaviors of the cinematic teacher by looking at oppression. He does this in three simple steps. Step one deals with oppression and the banking concept of education, which is the opposite of critical communication pedagogy. Kahl, explains how step two makes students aware of the hegemony in the classroom through the banking concept of education. Step two goes into detail to display hegemony in the classroom. Step two allows students to analyze classes to recognize the use of the banking concept of education. Kahl, allows students to identify instances in the classroom when they were victims of the banking concept of education. Questions about their own experience with the banking concept of education.  In the last step students analyze CCP in the film Half Nelson to grasp a clearer understanding of hegemony in the classroom. In the conclusion of the movie the instructor ask students to contrast the banking concept of education with communication behavior. At the end of the movie students are delighted to know they have the power to change hegemony.  

Utilizing Critical Communication in the classroom is a perfect example of how to keep students actively, engaged in the classroom. Applying CCP to teaching is usually, time-consuming to develop since the teacher behaves as the facilitator instead of the lecturer. Using the CCP method to teach is risky, but the outcome is astonishing.

JA

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References

De La Mare, D. M. (2014). Using critical communication pedagogy to teach public speaking. Communication Teacher, 28, 196-202.

Kahl, Jr., D. H. (2013). Viewing critical communication pedagogy through a cinematic lens. Communication Teacher, 27, 99-103.