Public address as embodied experience: using digital technologies to enhance communicative and civic engagement in the communication classroom

Gallagher, Victoria J.; Renner, Max M.; Glover-Rijkse, Ragan

doi:10.1080/03634523.2020.1735642

Cited by 2 publications

(2 citation statements)

References 49 publications

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“…Technology-assisted learning allows for a diverse set of students to develop intercultural competence (Elboubekri 2017). Yet this is also challenging because managing an intercultural digital classroom calls for informed and adaptive pedagogical strategies (Gallagher et al 2020;Siergiejczyk 2020;) without non-verbal cues (i.e. understanding emotions; See Frühholz et al 2016) that are normally found in offline classrooms.…”

Section: Implications and Key Areas For Future Studiesmentioning

confidence: 99%

“…About two thirds of refugees live in areas that do not speak the language of their country of origin (UNICEF 2017). Moreover, the rise in digital classrooms through online learning has paved the way for a more diverse set of students in a virtual setting (Gallagher et al 2020). This poses challenges in how to administer a harmonious dialogue among virtual participants who have less personal interaction with each other (Siergiejczyk 2020).…”

Section: Introduction: Challenges To Dialogue In the Classroom Settingmentioning

confidence: 99%

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Rethinking Dialogue Practices among Children: Philosophy for Children and Phenomenology as Approach towards Conflict Resolution in a Diverse Classroom

Andal¹

2020

JDS

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This work takes off from the key concepts of Paul Weller’s thoughts on contemporary challenges to dialogue, which it adapts to the context of children’s dialogue in diverse classroom settings. The challenge in a diverse classroom is how to adapt a strategy to acknowledge the diversity of participants and reach a peaceful and productive dialogue. This article shows how Philosophy for Children (P4C) together with a phenomenological approach can be used as a tool for addressing the challenges Weller has mentioned to address the issue of children’s differences. Then, this article shows the potential of using a phenomenological approach and lived experience to establish a bridge between Philosophy for Children, critical reflection, and understanding differences in the classroom. This work argues that phenomenology as an approach is useful for P4C to have a dialogue aimed at understanding diversity, solidarity, and even pluralistic democratic engagement. Such discussions have implications for facilitating dialogue in linguistically diverse classrooms, intercultural and interethnic classrooms, and digital classrooms. Finally, this article identifies key areas for future research. This work seeks to speak and contribute to the literature on dialogic research by problematising children’s discursive positions as learners and participants of dialogue.

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Section: Implications and Key Areas For Future Studiesmentioning

confidence: 99%

Section: Introduction: Challenges To Dialogue In the Classroom Settingmentioning

confidence: 99%

Rethinking Dialogue Practices among Children: Philosophy for Children and Phenomenology as Approach towards Conflict Resolution in a Diverse Classroom

Andal¹

2020

JDS

View full text Add to dashboard Cite

show abstract

Micro, meso, and macro: A multilevel approach to civic engagement in the communication classroom

Lucas

Anderson

Gray

2021

Communication Teacher

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Public address as embodied experience: using digital technologies to enhance communicative and civic engagement in the communication classroom

Cited by 2 publications

References 49 publications

Rethinking Dialogue Practices among Children: Philosophy for Children and Phenomenology as Approach towards Conflict Resolution in a Diverse Classroom

Rethinking Dialogue Practices among Children: Philosophy for Children and Phenomenology as Approach towards Conflict Resolution in a Diverse Classroom

Micro, meso, and macro: A multilevel approach to civic engagement in the communication classroom

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