Revisiting the Relational Communication Perspective: Drawing upon Relational Dialectics Theory to Map an Expanded Research Agenda for Communication and Instruction Scholarship

Rudick, C. Kyle; Golsan, Kathryn B.

doi:10.1080/10570314.2014.905796

Cited by 22 publications

(10 citation statements)

References 40 publications

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“…The rhetorical approach casts the teacher as the "Sage on the Stage" and is characterized by a linear, teacher-controlled environment with the teacher serving as the knowledge source and students as the receiver/learner. There are alternative models, such as the relational approach to teaching, which posits that the teacher-student relationship is an essential component of a true learning environment (Docan-Morgan, 2011;Frymier & Houser, 2000;Graham, West, & Schaller, 1992;Murray, 2014;Rudick & Golsan, 2014). For this perspective to flourish, teachers are encouraged to cultivate interpersonal competence skills such as the effective use of humor, appropriate self-disclosure, verbal and nonverbal immediacy, and listening skills.…”

Section: Discussionmentioning

confidence: 97%

“…For this perspective to flourish, teachers are encouraged to cultivate interpersonal competence skills such as the effective use of humor, appropriate self-disclosure, verbal and nonverbal immediacy, and listening skills. Rudick and Golsan (2014) encourage scholars to "expand the epistemological terrain for investigations of relational communication in educational contexts … and … engender a climate of mutual respect among the various scholarly camps within the field" (p. 269).…”

Section: Discussionmentioning

confidence: 98%

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Measurement in Instructional Communication Research: A Decade in Review

Mazer¹,

Graham²

2015

Communication Education

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Periodic assessment and scrutiny of the discipline's measurement practices, instruments, and research findings are necessary to provide clarity and direction by revealing what we know, how we know it, and where the knowledge gaps exist. Reflective reviews have produced ample appraisals of the theory, research, and methods employed in the conduct of instructional communication scholarship. The scope of the present effort is twofold and includes both description and critical assessment and evaluation of 21 instruments published post 2004 in journal outlets that traditionally feature instructional communication research. The reliability, validity, and usefulness of each measure are examined, measurement practices are critiqued, and problems are identified. The manuscript concludes by offering several recommendations for measurement in instructional communication research.

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Section: Discussionmentioning

confidence: 97%

Section: Discussionmentioning

confidence: 98%

Measurement in Instructional Communication Research: A Decade in Review

Mazer¹,

Graham²

2015

Communication Education

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“…Despite offering a number of pedagogical strategies and teaching behaviors that can be used to mitigate issues related to student precarity in higher education, the fact is that much of the research in communication and instruction was not conducted with these populations in mind (Rudick & Golsan, 2014;Sprague, 1992). For scholars of communication and instruction, therefore, there is a responsibility to conduct research that will illuminate these issues and develop specific communication strategies for this population to thrive.…”

Section: Scholarship That Illuminatesmentioning

confidence: 99%

Precarity, citizenship, and the “traditional” student

Bahrainwala

2020

Communication Education

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Precarity, or the condition of continual wage insecurity, is shaping a generation of U.S. college students that suffer continually under poor material conditions, exploitative work schedules, and institutions that do not recognize their precarity. I ground the latter point-that higher education does not recognize the needs of its student precariat-in the argument that such institutions are oriented toward the specter of the traditional student, a concept suffused with citizenship rhetorics. In this paper, I examine the discursive construct of the traditional student, and how it deploys rhetorics of citizenship that deepen exclusions and contribute to student precarity in U.S. higher education. National survey data reveal that college students in the U.S. are experiencing acute precarities on multiple fronts. A startling 60% were food-insecure in 2019, with more students of color, students in 2-year colleges, and LGBTQ+ students reporting food insecurity (AAC&U News, 2019). Over two-thirds of all U.S. students graduate with an average of $30,000 in debt (Dynarski, 2015) at a time when an undergraduate degree has all but become a requirement for an entry-level job. Additionally, a quarter of all university students work full-time to put themselves through college, while 40% work at least 30 h a week (Deruy & National Journal, 2015). Similarly, faculty experience parallel precarities as tenure-track opportunities shrink (Harris, 2019), research expectations balloon (Kafka, 2018), and contingent labor becomes the new majority of faculty labor in the U.S. (Murray, 2019). College students then experience the pressures of faculty contingency secondhand when they are unable to develop relationships or request recommendations from instructors whose labor is stretched across multiple campuses. This carries costs for student learning, which becomes shaped by what McConnell (2019) calls a pedagogy of the transitory, which identifies contingency as a communicative phenomenon and a culturally thick experience that shapes the college learning environment (2019). Students and their faculty imbibe what Rifenburg, Johnston, Ng, and Carney (2019) call the labor casualization of the expanding neoliberal university, which expects faculty and students to labor beyond the classroom through scholarly and civic engagement, public intellectual work, and unpaid internships, with little thought to material compensation and domestic burdens. Given these documented precarities, it is important to ask how institutions discursively orient away from the student precariat and their needs, which in turn reproduces these cycles of precarity. In this essay, I reflect on the notion of the student-citizen to consider

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“…We are seeing promising signs of new collaborations among instructional communication scholars. In the last few years, the current generation of intellectual leaders from varied perspectives have issued eloquent calls to return to our shared mission (e.g., Dannels et al, 2014;Rudick & Golsan, 2014).…”

Section: Looking To Our Next Chaptermentioning

confidence: 99%