scholarly journals Beyond the hammer: a critical turn for interpersonal and family communication studies

2021 ◽  
Vol 21 (3) ◽  
pp. 177-186
Author(s):  
Jimmie Manning ◽  
Katherine J. Denker
Keyword(s):  
Family Communication ◽  
Communication Studies ◽  
Critical Turn

Critical Communication Pedagogy: Toward “Hope in Action”

2018 ◽  
Author(s):  
Deanna L. Fassett ◽  
C. Kyle Rudick
Keyword(s):  
Critical Theory ◽  
Communication Studies ◽  
Interpersonal Justice ◽  
Critical Communication Pedagogy ◽  
Data Collection And Analysis ◽  
Broad Array ◽  
Communication Pedagogy ◽  
The One ◽  
Critical Turn ◽  
A Site

Critical communication pedagogy (CCP) emerged from an interdisciplinary exploration of the relationships between communication and instruction that draws from and extends critical theory. This critical turn has influenced how the communication studies discipline defines and practices communication education (i.e., learning in communication or how best to teach communication) and instructional communication (i.e., communication in learning, or how communication functions to diminish or support learning across a broad array of contexts), from the one-on-one tutoring session to training and development, and beyond. This critical turn in communication and instruction is characterized by 10 commitments of critical communication pedagogy refigured here along three themes: (1) communication is constitutive, (2) social justice is a process, and (3) the classroom is a site of activism and interpersonal justice. Critical communication pedagogy is defined by three primary criticisms: (1) CCP focuses on postmodern and constitutive philosophies of communication to the detriment of critical theory, (2) CCP focuses too much on in-class communication to the detriment of activist learning, and (3) CCP is over-reliant on autoethnographic and performative methodologies. An expanded, reinvigorated, and radicalized critical communication pedagogy for communication studies scholars entails greater attention to and extension of critical theory; sustained engagement in and with activism (both within and beyond the classroom); and a more robust engagement of diverse methods of data collection and analysis. Critical communication pedagogy scholarship as militant hope is more relevant than ever in the post-Trump era, signaling a way for communication scholars to cultivate ethics of equity and justice at all levels of education.

Methodological Developments in Family Communication Studies

1970 ◽  
Vol 51 (6) ◽  
pp. 334-339
Author(s):  
Lloyd A. Mendelson
Keyword(s):  
Family Communication ◽  
Family Interaction ◽  
Primary Data ◽  
Communication Studies ◽  
Human Communication ◽  
Growing Body

The growing body of literature on family interaction reports recent and challenging approaches to the study of human communication as primary data

scholarly journals The Relationship Between Students' Family Communication, Transition Efficacy, and Communication Skill

2019 ◽  
Vol 25 (1) ◽  
Author(s):  
Kristina M. Scharp ◽  
Elizabeth Dorrance Hall ◽  
Matthew Sanders ◽  
Mitchell Colver
Keyword(s):  
Social Learning ◽  
Family Communication ◽  
Communication Skill ◽  
Communication Patterns ◽  
Communication Studies ◽  
Family Communication Patterns ◽  
Communication Environment ◽  
The Relationship

Family communication patterns theory (FCP) was first introduced by McLeod and Chaffee (1972), was later adapted in 1990 by Ritchie and Fitzpatrick, and was formally articulated by Koerner and Fitzpatrick in 2002. The theory is primarily used by communication studies scholars interested in how a family’s communication environment predicts a variety of outcomes. FCP suggests that families communicate in fairly predictable ways that get reinforced through the process of social learning (see Kunkel, Hummert, & Dennis, 2008).

Kecemasan Komunikasi Mahasiswa saat Bimbingan Skripsi

2020 ◽  
Vol 26 (1) ◽  
pp. 98-105
Author(s):  
Tegar Aprilio Armanda
Keyword(s):  
Skill Acquisition ◽  
State Anxiety ◽  
Qualitative Method ◽  
Communication Apprehension ◽  
Research Data ◽  
Communication Studies ◽  
University Supervisor ◽  
Cause And Effect ◽  
Communication Anxiety ◽  
Descriptive Qualitative

Tegar Aprilio Armanda, NPM: 1532010014. “Student Communication Anxiety During Thesis Guidance (Analysis of Communication Anxiety To Alumni of Students of the Communication Studies Program Merdeka Madiun University Class of 2015). Communication Studies Program, Merdeka Madiun University, Supervisor : Maria Madgalena W., S.Sos, M.Si, Supervisor 2: Zulin Nurchayati, S.Psi, M.Si. Year 2020. The purpose of this study was to determine the cause and effect of communication anxiety between students of the Merdeka Madiun University Class of 2015 with the supervisor when conducting thesis guidance, forms of communication anxiety itself that have been experienced by students of Communication Studies Merdeka Madiun University Class of 2015, anticipatory steps taken by the Communication Sciences Merdeka Madiun University Class of 2015 students, how important is the handling of communication anxiety, data related to communication anxiety among final year students. This research uses descriptive qualitative method. Research data obtained through observation techniques, literature studies, interviews, and documentation. The informants came from the 2015 Communication Merdeka Madiun University alumni students. The results of this study are modeling and skill acquisition factors causing the emergence of communication anxiety, the type of communication anxiety perceived by informants is generalized context communication apprehension and situational communication apprehension, the form of communication anxiety perceived by informants is state anxiety, the most anticipatory step recommended by informants is to better understand the thesis material before the guidance and remain calm during the guidance.Keyword: Anxiety, Communication anxiety, Students of the Communication Studies Program Merdeka Madiun University Class of 2015,Thesis Guidance. 

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