Pub Date : 2022-07-30DOI: 10.1080/00909882.2022.2099227
Devon Geary, Kristina M. Scharp, V. Manusov
ABSTRACT The present study uses Buzzanell’s (2018) communication theory of resilience (CTR) to explore the triggers that HIV-positive men who have sex with men (MSM) report experiencing and their communicative responses to those triggers. Analysis of posts from 39 members of an HIV-positive online forum reveals that members experienced CTR's four resilience triggers, with some triggers co-occurring. Members shared using four communication processes related to resilience, overlapping in two forms. As members’ use and creation of communication networks was a common denominator of the two co-occurring communication processes, creating opportunities and safe spaces for MSM to network, communicate, and foster social support with others (such as via the forum examined in this research) are imperative, especially for those living in more intolerant social environments.
{"title":"Life interrupted instead of disrupted: triggers and resilient communication processes revealed in POZ.com online narratives by men with HIV who have sex with men","authors":"Devon Geary, Kristina M. Scharp, V. Manusov","doi":"10.1080/00909882.2022.2099227","DOIUrl":"https://doi.org/10.1080/00909882.2022.2099227","url":null,"abstract":"ABSTRACT The present study uses Buzzanell’s (2018) communication theory of resilience (CTR) to explore the triggers that HIV-positive men who have sex with men (MSM) report experiencing and their communicative responses to those triggers. Analysis of posts from 39 members of an HIV-positive online forum reveals that members experienced CTR's four resilience triggers, with some triggers co-occurring. Members shared using four communication processes related to resilience, overlapping in two forms. As members’ use and creation of communication networks was a common denominator of the two co-occurring communication processes, creating opportunities and safe spaces for MSM to network, communicate, and foster social support with others (such as via the forum examined in this research) are imperative, especially for those living in more intolerant social environments.","PeriodicalId":47570,"journal":{"name":"Journal of Applied Communication Research","volume":"86 1","pages":"91 - 108"},"PeriodicalIF":2.3,"publicationDate":"2022-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76362252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-24DOI: 10.1080/00909882.2022.2099228
M. Miller-Day, Erin S. Craw, Diana Harris, M. Hecht
ABSTRACT Effective interventions to promote human papillomavirus (HPV) vaccination are needed for all young adults across the globe. Yet, most public health efforts focus on HPV-related risks for females. Unfortunately, HPV-related cancers in men are also a concern, as is the potential for men to spread HPV to their partners. The HPV vaccine is highly effective in reducing risks related to these cancers. Yet, vaccination rates among young males are low and their vaccination concerns are not well understood. This project conducted 15 in-depth qualitative interviews with U.S. males aged 18–22 to hear their vaccine decision stories. Themes of HPV vaccination uncertainty and vaccination acceptance within these stories were then translated into prevention messages for the U.S.-based ‘Men’s Stories’ (MS) HPV video intervention. This study illustrates the process of translating formative research findings into message content, tone, and structure through this intervention by communicating pro-vaccination messages to young men.
{"title":"Men’s stories: an account of translating vaccine decision narratives from young men in the U.S. into a targeted public health intervention","authors":"M. Miller-Day, Erin S. Craw, Diana Harris, M. Hecht","doi":"10.1080/00909882.2022.2099228","DOIUrl":"https://doi.org/10.1080/00909882.2022.2099228","url":null,"abstract":"ABSTRACT Effective interventions to promote human papillomavirus (HPV) vaccination are needed for all young adults across the globe. Yet, most public health efforts focus on HPV-related risks for females. Unfortunately, HPV-related cancers in men are also a concern, as is the potential for men to spread HPV to their partners. The HPV vaccine is highly effective in reducing risks related to these cancers. Yet, vaccination rates among young males are low and their vaccination concerns are not well understood. This project conducted 15 in-depth qualitative interviews with U.S. males aged 18–22 to hear their vaccine decision stories. Themes of HPV vaccination uncertainty and vaccination acceptance within these stories were then translated into prevention messages for the U.S.-based ‘Men’s Stories’ (MS) HPV video intervention. This study illustrates the process of translating formative research findings into message content, tone, and structure through this intervention by communicating pro-vaccination messages to young men.","PeriodicalId":47570,"journal":{"name":"Journal of Applied Communication Research","volume":"99 1","pages":"185 - 203"},"PeriodicalIF":2.3,"publicationDate":"2022-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78338898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-13DOI: 10.1080/00909882.2022.2093122
Bailey M. Oliver-Blackburn, April Chatham-Carpenter
ABSTRACT This study explores the conversational receptiveness strategies that are intentionally embedded in the Braver Angels organization’s Red/Blue Workshops. These workshops facilitate difficult conversations across the political divide in the United States, especially communication between Republicans and Democrats. Workshop training materials and workshop recordings were analyzed to identify how moderators were trained to encourage conversational receptiveness through structured dialogue. Results identified trained facilitator strategies (greeting behaviors, acknowledging power differences, setting up structures for safety of outgroup conversations, active listening, and showing appreciation for participant input), structured conversational receptiveness practices (limiting assumptions through perspective-taking and locating shared interests), and the strategic sequencing of training activities all contributed to creating dialogic moments. The conversational work done in these workshops around sharing one’s own perspective and invoking the perspectives of others, holds potential implications for helping to create communities of dialogue where people can develop conversational receptiveness, both within these workshops and beyond.
{"title":"‘But I don’t know if I want to talk to you’: strategies to foster conversational receptiveness across the United States’ political divide","authors":"Bailey M. Oliver-Blackburn, April Chatham-Carpenter","doi":"10.1080/00909882.2022.2093122","DOIUrl":"https://doi.org/10.1080/00909882.2022.2093122","url":null,"abstract":"ABSTRACT This study explores the conversational receptiveness strategies that are intentionally embedded in the Braver Angels organization’s Red/Blue Workshops. These workshops facilitate difficult conversations across the political divide in the United States, especially communication between Republicans and Democrats. Workshop training materials and workshop recordings were analyzed to identify how moderators were trained to encourage conversational receptiveness through structured dialogue. Results identified trained facilitator strategies (greeting behaviors, acknowledging power differences, setting up structures for safety of outgroup conversations, active listening, and showing appreciation for participant input), structured conversational receptiveness practices (limiting assumptions through perspective-taking and locating shared interests), and the strategic sequencing of training activities all contributed to creating dialogic moments. The conversational work done in these workshops around sharing one’s own perspective and invoking the perspectives of others, holds potential implications for helping to create communities of dialogue where people can develop conversational receptiveness, both within these workshops and beyond.","PeriodicalId":47570,"journal":{"name":"Journal of Applied Communication Research","volume":"142 1","pages":"55 - 71"},"PeriodicalIF":2.3,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91087050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-15DOI: 10.1080/00909882.2022.2079954
Rebecca de Souza
ABSTRACT Drawing on three strains of critical theory – Foucauldian biopolitics, critical race theory, and the work of sociologist Loic Wacquant – I argue that neoliberal stigma is foundational to the design of the food (assistance) system. Neoliberal stigma is constituted in the discursive practices of shame, suspicion, and surveillance, which are communicative and carceral technologies used to discipline poor and racialized communities in their efforts to manage hunger and poverty. These communicative technologies are rooted in anti-poor, racist, and carceral logics and are deployed against Black and Brown bodies negatively impacting health and social wellbeing. Drawing on the voices of people with lived experiences of hunger, I demonstrate the mundane and exceptional ways in which shame, suspicion, and surveillance emerge in discursive practices surrounding food assistance and how these practices enjoin food assistance and carcerality into a ‘single organizational contraption.’ The analysis ends with three broad interventions required to disrupt neoliberal stigma amid racist violence.
{"title":"Communication, carcerality, and neoliberal stigma: the case of hunger and food assistance in the United States","authors":"Rebecca de Souza","doi":"10.1080/00909882.2022.2079954","DOIUrl":"https://doi.org/10.1080/00909882.2022.2079954","url":null,"abstract":"ABSTRACT Drawing on three strains of critical theory – Foucauldian biopolitics, critical race theory, and the work of sociologist Loic Wacquant – I argue that neoliberal stigma is foundational to the design of the food (assistance) system. Neoliberal stigma is constituted in the discursive practices of shame, suspicion, and surveillance, which are communicative and carceral technologies used to discipline poor and racialized communities in their efforts to manage hunger and poverty. These communicative technologies are rooted in anti-poor, racist, and carceral logics and are deployed against Black and Brown bodies negatively impacting health and social wellbeing. Drawing on the voices of people with lived experiences of hunger, I demonstrate the mundane and exceptional ways in which shame, suspicion, and surveillance emerge in discursive practices surrounding food assistance and how these practices enjoin food assistance and carcerality into a ‘single organizational contraption.’ The analysis ends with three broad interventions required to disrupt neoliberal stigma amid racist violence.","PeriodicalId":47570,"journal":{"name":"Journal of Applied Communication Research","volume":"7 1","pages":"225 - 242"},"PeriodicalIF":2.3,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79868980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-22DOI: 10.1080/00909882.2022.2069473
Elizabeth L. Petrun Sayers, Kathryn E. Anthony, Ashlyn Tom, Alice Y. Kim, Courtney Armstrong
ABSTRACT Category 4 Hurricane Maria made landfall in Puerto Rico on 20 September 2017 and ploughed across the territory with sustained winds of 155 mph. Just two weeks earlier, category 5 Hurricane Irma had struck the island already damaging critical infrastructure making Hurricane Maria even more devasting. The hurricanes caused catastrophic damage, resulting in the largest and longest response to a domestic disaster in the history of the United States. This paper explores the recovery process in Puerto Rico using a community resilience lens. The study examines narratives, the media environment, trusted sources, and information preferences following the crisis. Community workshops, interviews, and focus groups reveal indicators of resilience in Puerto Rico alongside areas for improvement. Theoretical contributions discuss the role of identity, sense of place, and the impact of culture on community resilience. Practical contributions touch on messaging, acknowledging infrastructure vulnerabilities, and the importance of strengthening community relationships.
{"title":"‘We will rise no matter what’: community perspectives of disaster resilience following Hurricanes Irma and Maria in Puerto Rico","authors":"Elizabeth L. Petrun Sayers, Kathryn E. Anthony, Ashlyn Tom, Alice Y. Kim, Courtney Armstrong","doi":"10.1080/00909882.2022.2069473","DOIUrl":"https://doi.org/10.1080/00909882.2022.2069473","url":null,"abstract":"ABSTRACT Category 4 Hurricane Maria made landfall in Puerto Rico on 20 September 2017 and ploughed across the territory with sustained winds of 155 mph. Just two weeks earlier, category 5 Hurricane Irma had struck the island already damaging critical infrastructure making Hurricane Maria even more devasting. The hurricanes caused catastrophic damage, resulting in the largest and longest response to a domestic disaster in the history of the United States. This paper explores the recovery process in Puerto Rico using a community resilience lens. The study examines narratives, the media environment, trusted sources, and information preferences following the crisis. Community workshops, interviews, and focus groups reveal indicators of resilience in Puerto Rico alongside areas for improvement. Theoretical contributions discuss the role of identity, sense of place, and the impact of culture on community resilience. Practical contributions touch on messaging, acknowledging infrastructure vulnerabilities, and the importance of strengthening community relationships.","PeriodicalId":47570,"journal":{"name":"Journal of Applied Communication Research","volume":"76 1","pages":"126 - 145"},"PeriodicalIF":2.3,"publicationDate":"2022-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74330824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-21DOI: 10.1080/00909882.2022.2075236
S. Croucher, Mingsheng Li, Ying Huang, Xiaohui Pan, Gang Yuan, Ying Kou
ABSTRACT Applying a skills-based approach to media and information literacy (MIL), this study explores the MIL competencies of teachers in multi-ethnic schools in Yunnan Province, China. A focus group approach was used. Results showed: (1) teachers have limited access to media and information technologies; (2) teachers do not show much of an understanding of the principles and theories of media and information technology; (3) teachers lack basic knowledge and technology proficiency to evaluate and critically analyze media; (4) content creation is limited. MIL competencies are limited by a variety of cultural, structural, organizational, and technological constraints. It has suggested the government to be aware of the importance of MIL education and equip teachers and students with MIL competencies to enable them to co-construct independent life-long learning skills.
{"title":"Developing media and information literacy competencies: a case study in rural schools in Yunnan Province, China","authors":"S. Croucher, Mingsheng Li, Ying Huang, Xiaohui Pan, Gang Yuan, Ying Kou","doi":"10.1080/00909882.2022.2075236","DOIUrl":"https://doi.org/10.1080/00909882.2022.2075236","url":null,"abstract":"ABSTRACT Applying a skills-based approach to media and information literacy (MIL), this study explores the MIL competencies of teachers in multi-ethnic schools in Yunnan Province, China. A focus group approach was used. Results showed: (1) teachers have limited access to media and information technologies; (2) teachers do not show much of an understanding of the principles and theories of media and information technology; (3) teachers lack basic knowledge and technology proficiency to evaluate and critically analyze media; (4) content creation is limited. MIL competencies are limited by a variety of cultural, structural, organizational, and technological constraints. It has suggested the government to be aware of the importance of MIL education and equip teachers and students with MIL competencies to enable them to co-construct independent life-long learning skills.","PeriodicalId":47570,"journal":{"name":"Journal of Applied Communication Research","volume":"43 1","pages":"72 - 90"},"PeriodicalIF":2.3,"publicationDate":"2022-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75920681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-04DOI: 10.1080/00909882.2022.2083433
Charisse L. Corsbie-Massay, Breagin K. Riley, Raiana Soraia de Carvalho
ABSTRACT Current research describes how the history of Black representation in the United States’ mainstream media – both on screen and behind the scenes – impacts Black media professionals and complicates the reproduction of authentic Blackness in the twenty-first century. Coupling Hall’s model of encoding and decoding with media production studies, we analyze 22 interviews with self-identified Black media professionals at a Black-owned full-service communications company that targets Black consumers for mainstream brands. Findings suggest that mediated representations of Black people, which are inescapable and influential, are also narrow because white audiences’ perceptions of authentic Blackness determine which depictions of Blackness are profitable. By contrast, Black media producers argue that profitable Blackness is not authentic because it does not include the diversity of the Black experience. We leverage participants’ understandings of Blackness and the role of media to provide practical insights into how media industries can incorporate notions of diversity and inclusion to create authentic mediated Blackness.
{"title":"Examinations of the unprofitability of authentic Blackness: insights from Black media professionals","authors":"Charisse L. Corsbie-Massay, Breagin K. Riley, Raiana Soraia de Carvalho","doi":"10.1080/00909882.2022.2083433","DOIUrl":"https://doi.org/10.1080/00909882.2022.2083433","url":null,"abstract":"ABSTRACT Current research describes how the history of Black representation in the United States’ mainstream media – both on screen and behind the scenes – impacts Black media professionals and complicates the reproduction of authentic Blackness in the twenty-first century. Coupling Hall’s model of encoding and decoding with media production studies, we analyze 22 interviews with self-identified Black media professionals at a Black-owned full-service communications company that targets Black consumers for mainstream brands. Findings suggest that mediated representations of Black people, which are inescapable and influential, are also narrow because white audiences’ perceptions of authentic Blackness determine which depictions of Blackness are profitable. By contrast, Black media producers argue that profitable Blackness is not authentic because it does not include the diversity of the Black experience. We leverage participants’ understandings of Blackness and the role of media to provide practical insights into how media industries can incorporate notions of diversity and inclusion to create authentic mediated Blackness.","PeriodicalId":47570,"journal":{"name":"Journal of Applied Communication Research","volume":"44 1","pages":"327 - 343"},"PeriodicalIF":2.3,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88669084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-04DOI: 10.1080/00909882.2022.2083416
J. P. Kelly, Roger C. Aden
ABSTRACT While decades of scholarship demonstrate that U.S. history textbooks have incrementally told a fuller story of U.S. history, our review of nine prominent high school history textbooks illustrates how these texts perpetuate systemic racism and uphold the socially constructed centering of whiteness. Those contemporary textbooks’ accounts of 13 unjust government actions directed against different minoritized groups reveal three narrative strategies that continue to displace systemic racism from the nation's narrative: omitting refuses to acknowledge the existence of unjust actions; minimizing reduces the pernicious effects of those actions; and severing disconnects those actions from governmental culpability. We conclude with recommendations for how textbook creators might work against the systemic racism that has permeated the collective memory of the U.S..
{"title":"Perpetuating the past: U.S. high school history textbooks and systemic racism","authors":"J. P. Kelly, Roger C. Aden","doi":"10.1080/00909882.2022.2083416","DOIUrl":"https://doi.org/10.1080/00909882.2022.2083416","url":null,"abstract":"ABSTRACT While decades of scholarship demonstrate that U.S. history textbooks have incrementally told a fuller story of U.S. history, our review of nine prominent high school history textbooks illustrates how these texts perpetuate systemic racism and uphold the socially constructed centering of whiteness. Those contemporary textbooks’ accounts of 13 unjust government actions directed against different minoritized groups reveal three narrative strategies that continue to displace systemic racism from the nation's narrative: omitting refuses to acknowledge the existence of unjust actions; minimizing reduces the pernicious effects of those actions; and severing disconnects those actions from governmental culpability. We conclude with recommendations for how textbook creators might work against the systemic racism that has permeated the collective memory of the U.S..","PeriodicalId":47570,"journal":{"name":"Journal of Applied Communication Research","volume":"13 1","pages":"236 - 252"},"PeriodicalIF":2.3,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89140419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-04DOI: 10.1080/00909882.2022.2085890
Mohan J. Dutta
Communication practice is raced, situated within the interpenetrating structures of whiteness, slavery, colonialism, and capitalism that simultaneously occupy, expel, erase, constrain, and reduce diverse forms of knowing and being. How we come to communicate in the world across diverse contexts is, on one hand, shaped by the knowledge structures that constitute our interpretive frameworks, and on the other hand, shapes the structures of (re)producing knowledge. In a transformative intervention, ‘‘Race matters’ in the Journal of Applied Communication Research,’ published in 2008, Mark P. Orbe and Brenda J. Allen interrogated through a critical reading the ways in which questions of race have been systematically erased from applied communication scholarship. They offered a typology for approaching race matters in applied communication scholarship and made six recommendations, (a) centralize race in applied communication scholarship; (b) resist the myth that race issues are salient only in certain settings; (c) engage in intersectional research; (d) explore the impact of methodological choices on research processes and outcomes; (e) explore the racialized dynamics of power at microand macrolevels; and (f) promote an engaged scholarship model for research on race. The architecture of applied communication has been shaped by whiteness, taking-forgranted as universal the values of hegemonic white culture. Reproduced through knowledge categories that are generated from largely U.S.-based scholarship carried out with white populations, the body of this applied communication literature defines communication practice in the image of whiteness. This parochial framing of communication practice then severely limits how we come to understand and respond to problems emergent from and rooted in racism. Worse, the historic whiteness of applied communication scholarship reproduces racist norms in framing how we approach communication problems and go about finding solutions to them. Racism, in other words, is both a central problem in itself, and an embedded problem that underlies the applied approaches to addressing contemporary global challenges ranging from hunger, poverty and inequality to climate change. It is, therefore, with great humility and admiration that I introduce this special issue ‘‘Race matters’ in applied communication research: Past, present, and future”’ edited by Mark P. Orbe, Jasmine T. Austin, and Brenda J. Allen. First, I want to note that these scholars are significant scholars in the discipline who have embodied the ethos of anti-racist scholarship by placing their bodies on the line. Second, the powerful critique they bring to the conversation on applied communication scholarship unsettles the hegemonic categories of applied communication. Here I note with humility that the 2008 intervention written by Mark and Brenda was not published in the Journal of Applied Communication Research. Their intervention interrogates the extent to which ra
交流实践是竞争的，处于白人、奴隶制、殖民主义和资本主义的相互渗透的结构中，这些结构同时占据、驱逐、抹去、限制和减少各种形式的认识和存在。我们如何在世界上跨越不同的语境进行交流，一方面是由构成我们的解释框架的知识结构决定的，另一方面是由(再)生产知识的结构决定的。在2008年出版的《应用传播研究杂志》(Journal of Applied Communication Research)上的“种族问题”一文中，马克·p·奥布(Mark P. Orbe)和布伦达·j·艾伦(Brenda J. Allen)通过批判性阅读质疑了种族问题被系统地从应用传播学术中抹去的方式。他们提出了在应用传播学奖学金中处理种族问题的类型学，并提出了六项建议:(a)将种族问题集中在应用传播学奖学金中;(b)抵制种族问题只在某些情况下突出的神话;(c)从事交叉研究;(d)探讨方法选择对研究过程和结果的影响;(e)探讨微观和宏观两级权力的种族化动态;(f)促进种族研究的参与式奖学金模式。应用传播的架构是由白人塑造的，理所当然地认为白人文化的霸权价值观是普遍存在的。这些应用传播文献的主体以白人的形象定义了传播实践，这些知识类别主要是由美国的白人学者所产生的。这种狭隘的沟通实践框架严重限制了我们如何理解和应对由种族主义产生和植根于种族主义的问题。更糟糕的是，应用传播学的历史白人化再现了种族主义规范，影响了我们如何处理传播问题，并着手寻找解决方案。换句话说，种族主义本身既是一个核心问题，也是一个根深蒂固的问题，是解决从饥饿、贫困、不平等到气候变化等当代全球挑战的应用方法的基础。因此，我怀着极大的谦卑和钦佩，向大家介绍由马克·p·奥伯、贾斯敏·t·奥斯汀和布伦达·j·艾伦编辑的特刊《应用传播研究中的种族问题:过去、现在和未来》。首先，我想指出的是，这些学者是该学科中重要的学者，他们将自己的身体置于危险之中，体现了反种族主义学术的精神。其次，他们对应用传播学的有力批判动摇了应用传播学的霸权范畴。在这里，我谦卑地指出，马克和布伦达2008年撰写的干预并没有发表在《应用传播研究杂志》上。他们的干预质疑了编辑过程中的种族主义在多大程度上影响了我们期刊上发表的内容和被排除的内容。此外，它提出了一个关于种族主义的问题，这种种族主义被写入了盲目的同行评审过程本身，这让我质疑我通过参与学科结构内建立的规范编辑过程来复制白人的同谋。我们期刊的同行评议基础设施在多大程度上再现了学科精神的白化，使质疑学科白化的难题哑口无言?在多大程度上
{"title":"Communication as raced practice","authors":"Mohan J. Dutta","doi":"10.1080/00909882.2022.2085890","DOIUrl":"https://doi.org/10.1080/00909882.2022.2085890","url":null,"abstract":"Communication practice is raced, situated within the interpenetrating structures of whiteness, slavery, colonialism, and capitalism that simultaneously occupy, expel, erase, constrain, and reduce diverse forms of knowing and being. How we come to communicate in the world across diverse contexts is, on one hand, shaped by the knowledge structures that constitute our interpretive frameworks, and on the other hand, shapes the structures of (re)producing knowledge. In a transformative intervention, ‘‘Race matters’ in the Journal of Applied Communication Research,’ published in 2008, Mark P. Orbe and Brenda J. Allen interrogated through a critical reading the ways in which questions of race have been systematically erased from applied communication scholarship. They offered a typology for approaching race matters in applied communication scholarship and made six recommendations, (a) centralize race in applied communication scholarship; (b) resist the myth that race issues are salient only in certain settings; (c) engage in intersectional research; (d) explore the impact of methodological choices on research processes and outcomes; (e) explore the racialized dynamics of power at microand macrolevels; and (f) promote an engaged scholarship model for research on race. The architecture of applied communication has been shaped by whiteness, taking-forgranted as universal the values of hegemonic white culture. Reproduced through knowledge categories that are generated from largely U.S.-based scholarship carried out with white populations, the body of this applied communication literature defines communication practice in the image of whiteness. This parochial framing of communication practice then severely limits how we come to understand and respond to problems emergent from and rooted in racism. Worse, the historic whiteness of applied communication scholarship reproduces racist norms in framing how we approach communication problems and go about finding solutions to them. Racism, in other words, is both a central problem in itself, and an embedded problem that underlies the applied approaches to addressing contemporary global challenges ranging from hunger, poverty and inequality to climate change. It is, therefore, with great humility and admiration that I introduce this special issue ‘‘Race matters’ in applied communication research: Past, present, and future”’ edited by Mark P. Orbe, Jasmine T. Austin, and Brenda J. Allen. First, I want to note that these scholars are significant scholars in the discipline who have embodied the ethos of anti-racist scholarship by placing their bodies on the line. Second, the powerful critique they bring to the conversation on applied communication scholarship unsettles the hegemonic categories of applied communication. Here I note with humility that the 2008 intervention written by Mark and Brenda was not published in the Journal of Applied Communication Research. Their intervention interrogates the extent to which ra","PeriodicalId":47570,"journal":{"name":"Journal of Applied Communication Research","volume":"9 1","pages":"227 - 228"},"PeriodicalIF":2.3,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84255090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-04DOI: 10.1080/00909882.2022.2083407
Mark P. Orbe, Jasmine T. Austin, B. Allen
Social issues have worked to stimulate communication scholarship since the inception of the discipline (Orbe & Allen, 2008). From the start, the focus of the Journal of Applied Communication Research (JACR) has been to feature communication research that examines social issues in situ (Hickson, 1973). Over the years, JACR has championed scholarship that – through productive theoretical frameworks – provides practical guidelines to specific communication-based problems (Eadie, 1990). This 2022 special issue follows this tradition. Specifically, it is designed to present an academic space that highlights applied communication research that centralizes race – and through intersectionality, other salient aspects of identity – in meaningfully insightful ways. As such, it features engaged research that centralizes race as both a theoretical anchor and powerful point of praxis. ‘Race matters,’ as an ideological concept, was first introduced by West (1993). The insightful duality of the phrase emphasizes the saliency of race (race as noun, matters as verb) as well as the breadth of topical diversity related to race (race as adjective, matters as plural noun). Given this, ‘race matters’ serves as an appropriate marker for a special issue designed to engage the social construction of race, especially as the saliency and far-reaching effects of racism continue to manifest across the U.S. and global communities. The communication discipline has not escaped the effects of white supremacy and racism. While critiques from scholars of color have been documented over the years (e.g. Daniel, 1995), recent discourse confronting the field of communication for its lack of representation of scholars and scholarship from people of color has reached new heights. It was prompted, in part, by an analysis that found that scholars of color continue to be severely underrepresented in publication rates, citation frequency, and editorial roles throughout the field of communication (Chakravartty et al., 2018). This study – highlighted through the hashtag #CommunicationSoWhite – sparked unprecedented conversations regarding issues of diversity, inclusion, equity, and access on multiple levels throughout the communication discipline. At the core of this discourse is a compelling argument that ‘publication and citation practices reproduce institutional racism’ (Chakravartty et al., p. 257), the result of which is knowledge production that reinforces whiteness as the norm, and consequently, severely limits our ability to fully understand the salient role that race plays in communication processes. Recent
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