{"title":"迈向无性肯定的交流教学法","authors":"Ben Brandley, Angela Labador","doi":"10.1080/03634523.2022.2151638","DOIUrl":null,"url":null,"abstract":"ABSTRACT In this essay, we move towards theorizing an asexual-affirming communication pedagogy. We position asexual-affirming (or ace-affirming) communication pedagogy as having two core commitments: (1) challenging allonormativity and (2) creating ace-affirming spaces. In developing pedagogical praxis points for these commitments, we address the tensions of challenging allonormativity on stolen land and offer classroom interventions designed to affirm intersectionally diverse asexual-spectrum individuals and communities in popular communication courses including intercultural and gender communication, interpersonal and family communication, mass media, organizational communication, and health communication. We weave interview data from 20 asexual-spectrum individuals to support our theorizing towards our goal of worldmaking radically affirming classrooms, curricula, and communities.","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.9000,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Towards an asexual-affirming communication pedagogy\",\"authors\":\"Ben Brandley, Angela Labador\",\"doi\":\"10.1080/03634523.2022.2151638\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT In this essay, we move towards theorizing an asexual-affirming communication pedagogy. We position asexual-affirming (or ace-affirming) communication pedagogy as having two core commitments: (1) challenging allonormativity and (2) creating ace-affirming spaces. In developing pedagogical praxis points for these commitments, we address the tensions of challenging allonormativity on stolen land and offer classroom interventions designed to affirm intersectionally diverse asexual-spectrum individuals and communities in popular communication courses including intercultural and gender communication, interpersonal and family communication, mass media, organizational communication, and health communication. We weave interview data from 20 asexual-spectrum individuals to support our theorizing towards our goal of worldmaking radically affirming classrooms, curricula, and communities.\",\"PeriodicalId\":47722,\"journal\":{\"name\":\"COMMUNICATION EDUCATION\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.9000,\"publicationDate\":\"2022-12-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"COMMUNICATION EDUCATION\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/03634523.2022.2151638\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"COMMUNICATION\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"COMMUNICATION EDUCATION","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/03634523.2022.2151638","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"COMMUNICATION","Score":null,"Total":0}
Towards an asexual-affirming communication pedagogy
ABSTRACT In this essay, we move towards theorizing an asexual-affirming communication pedagogy. We position asexual-affirming (or ace-affirming) communication pedagogy as having two core commitments: (1) challenging allonormativity and (2) creating ace-affirming spaces. In developing pedagogical praxis points for these commitments, we address the tensions of challenging allonormativity on stolen land and offer classroom interventions designed to affirm intersectionally diverse asexual-spectrum individuals and communities in popular communication courses including intercultural and gender communication, interpersonal and family communication, mass media, organizational communication, and health communication. We weave interview data from 20 asexual-spectrum individuals to support our theorizing towards our goal of worldmaking radically affirming classrooms, curricula, and communities.
期刊介绍：
Communication Education is a peer-reviewed publication of the National Communication Association. Communication Education publishes original scholarship that advances understanding of the role of communication in the teaching and learning process in diverse spaces, structures, and interactions, within and outside of academia. Communication Education welcomes scholarship from diverse perspectives and methodologies, including quantitative, qualitative, and critical/textual approaches. All submissions must be methodologically rigorous and theoretically grounded and geared toward advancing knowledge production in communication, teaching, and learning. Scholarship in Communication Education addresses the intersections of communication, teaching, and learning related to topics and contexts that include but are not limited to: • student/teacher relationships • student/teacher characteristics • student/teacher identity construction • student learning outcomes • student engagement • diversity, inclusion, and difference • social justice • instructional technology/social media • the basic communication course • service learning • communication across the curriculum • communication instruction in business and the professions • communication instruction in civic arenas In addition to articles, the journal will publish occasional scholarly exchanges on topics related to communication, teaching, and learning, such as: • Analytic review articles: agenda-setting pieces including examinations of key questions about the field • Forum essays: themed pieces for dialogue or debate on current communication, teaching, and learning issues
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