Teaching Diversity and Communication: A Phenomenological Study
Date
2014-10-08
Authors
Hopkins, Sam
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Abstract
Critical pedagogy and phenomenology as theoretical frameworks encourage the inclusion of experience in the classroom as a source of knowledge and as a means of deconstructing hegemonic systems of power. This study utilized these theoretical frameworks to determine how diverse student backgrounds alter the educational process both individually and collectively. George Mason University’s COMM 101 course and Chapter 6 of the university textbook entitled “Adapting to Others: Diversity and Communication” were used as models for exploring these concepts. Interviews with instructors sought to qualitatively uncover themes in the classroom related to goals, course material, and student participation. Research was also conducted with student respondents, revealing that students tend to perceive lessons differently based on their racial/ethnic background.
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Keywords
Phenomenology, Diversity, Critical pedagogy, Interpersonal communication, George Mason University