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首页> 外文期刊>Canadian journal of communication >Teaching for Social Justice: Bringing Activism into Professional Communication Education
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Teaching for Social Justice: Bringing Activism into Professional Communication Education

机译：社会正义教学：将行动主义纳入职业传播教育

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As a former secondary school communication teacher and recent graduate student in a professional communication program, I share insights in this commentary into how I have struggled for social justice and activist-oriented pedagogies in light of the growing "demand" for communication education to be responsive to the "need" for skilled communicators in the corporate workplace. Elementary and secondary school teachers often develop their practice by negotiating between mandated curriculum expectations, personal politics and teaching philosophies, and the needs and interests of students. Since my days in teacher education, I have been studying anti-oppressive education, exploring ways to introduce youth to social justice issues and engage them in community action and social change. In 2013,I joined an independent kindergarten to grade 12 (K-12) school that explicitly espoused social justice and feminist approaches to teaching. However, my excitement was short-lived-some students actively resisted and openly challenged my community-based, action-oriented, and student-centred pedagogy. During one particularly challenging month, a group of my students were growing more agitated with how our information and communication technologies (ICTs) course was designed-one recent unit required them to design and implement an awareness, outreach, and collection campaign for electronic waste recycling. This initiative challenged not only their critical and creative thinking but also required students to work on an environmental issue beyond a short lesson, written reflection, or one-off event in the school or community. In retrospect, I recognize they were looking for traditional assignments, tests, and exams for which they needed to simply memorize and regurgitate facts and formulas. I received mixed messages from my administrators, getting both support and admonishment for how I structured the course.
机译：作为前中学的传播老师和专业传播计划的研究生，我在这篇评论中分享了自己的见解，以期我对社会正义和以激进主义者为导向的教学方法的努力是如何解决的，因为对交流教育的响应日益增长的“需求”满足企业工作场所中熟练的沟通者的“需求”。中小学教师通常通过在规定的课程期望，个人政治和教学理念以及学生的需求和兴趣之间进行谈判来发展自己的实践。从从事教师教育的那一天开始，我一直在研究反压迫教育，探索将青年介绍给社会正义问题并使他们参与社区行动和社会变革的方法。 2013年，我加入了一家独立幼儿园，进入了12年级（K-12）学校，该学校明确支持社会正义和女权主义教学方法。但是，我的兴奋是短暂的，一些学生积极抵制并公开挑战以社区为基础，以行动为导向，以学生为中心的教学法。在一个特别具有挑战性的月份中，我的一群学生对我们的信息和通信技术（ICT）课程的设计方式越来越感到困惑-一个最近的部门要求他们设计和实施有关电子废物回收的宣传，推广和收集活动。该计划不仅挑战了他们的批判性和创造性思维，还要求学生在学校或社区中的短期课程，书面反思或一次性活动之外，研究环境问题。回想起来，我意识到他们正在寻找传统的作业，测验和考试，而他们只需要简单地记住和反省事实和公式即可。我收到了来自管理员的各种信息，获得了关于我如何组织课程的支持和建议。

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