UNCG Hosted Online Journals (The University of North Carolina at Greensboro)
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Book Review: Empowering Public Speaking
No full textThis book review highlights the uniqueness of the book Empowering Public Speaking by Deanna L. Fassett and Keith Nainby and explores its potential as a transformational text for the public speaking classroom and communication center settings
The Interconnectivity of Trust and Appreciative Advising
Full text linkAcademic advisors can harness the interconnectivity of trust-building frameworks and Appreciative Advising to build relationships with students. This article proposes the integration of two trust-building frameworks within the Appreciative Advising Theory-to-Practice Framework (Bloom et al., 2008). Utilizing findings and insights from Frei and Morriss’ (2020) research on trust, the authors discuss ways that authenticity, logic, and empathy support the practice of Appreciative Advising. Exploring research from Brown (2019), the article reviews the roles of boundaries, reliability, accountability, the vault, integrity, non-judgment, and generosity in each of the six phases of Appreciative Advising. A matrix displays the intersections of trust-building actions and the Appreciative Advising phases, and the article presents examples of the impact of trust in an advising context
The Value of Communication Centers in Professional Organizations: An Autoethnographic Review of a Communication Center Coach Working at NASA
No full textCampus resource centers have been a staple on college campuses, providing additional assistance and tutoring to students for decades. However, no research found has explored how campus resource centers may partner with outside professional organizations or be started in professional organizations to provide additional employee support and professional development. While human resource departments may provide onboarding assistance, this may not be enough to fully support a person's entrance into an organization, and oftentimes little ongoing professional development and support services are provided following the onboarding process. Through the autoethnographic reflection of a former Communication Center (CCs) tutor and director, and current graduate oral communication fellow working in a professional organization, I argue that CCs partnering with professional organizations can provide benefits such as working to remove value judgments from language, acting as translators and training developers, and building the value of communication in professional organizations. I close with avenues for future research to continue to explore the potential role of CCs in professional organizations
Enhancing International Student Orientation at U.S. Colleges and Universities Using Appreciative Advising Practices
Full text linkFor many newly admitted international students, traveling from their home countries to attend New International Student Orientation (NISO) activities can be filled with mixed feelings of excitement and anxiety. In this article, I propose the Appreciative Advising (AA) framework (Bloom et al., 2008) as an innovative theory and practice that can be integrated into NISO activities to create exciting, enriching, and transformative orientation experiences for new international students. I provide practical application of each of the six phases of AA for orientation leaders and new international students. By so doing, the AA model is used as a culturally relevant and strengths-based framework that encourages and prioritizes the enhancement of intercultural competence, educational, and interpersonal skill sets relevant for both orientation leaders and new international students
Examining the Janus Face of Power in Critical Literacy Through a Habermasian Lens
Full text linkThis paper is concerned with the connection between the problematic of power in critical literacy and Jurgen Habermas’s theory of communicative action. It begins with a literature review of critical literacy to show that power can be oppressive or resisting/liberating. It argues that certain communicative parameters of Habermas’s theory of communicative action can be appropriated to address the oppressive and resisting/liberating aspects of power in critical literacy. This paper ends with a discussion of what power, relocated in Habermas’s framework, implies for critical literacy education
Action Research to Inform Critical Pedagogy in Teacher Education
Full text linkThis action research focuses on teacher educators’ practices, grounded in critical pedagogy and democracy education. The goal was to identify teacher educators’ key instructional practices that exemplified critical pedagogy while teaching an elementary social studies methods course. We examined student work products and instructors’ materials in order to inform future practice in teacher education. Analysis of sources included preservice teachers’ work products along with instructional planning documents. Documents were initially coded independently before comparing analytic notes. Once themes were identified, early findings were triangulated using observation notes collected during class sessions and survey data gathered at the end of the semester. Conclusions highlight instructional practices that demonstrate shifts in preservice teachers’ understanding around two themes: (1) building relevant relationships and (2) understanding the importance of including multiple perspectives. This action research makes a valuable contribution to understanding how teacher educators might leverage routinely used instructional practice (e.g., reflection folders and the jigsaw reading strategy) as critical pedagogy. Given current crises that once again reveal persistent inequities in society, this work is timely for those ready to (re)commit to placing equity, access, and diversity at the forefront
Community-Based Experiential Learning: An Emerging Framework for Transformative Learning in Social Work Education
Full text linkThere is growing recognition of the need to implement critical and emancipatory teaching models in social work as a means of fostering liberatory thinking and actions to address an expanding global climate of economic and social inequalities. A critical pedagogy (CP) project that incorporated transformative learning was initiated in a graduate social work program. The program was designed to create opportunities for students to participate in transformative experiential learning encounters with community-based social justice mentors or Journey Guides. A qualitative research approach was used to evaluate the experiences of students and Journey Guides with data collected from focus groups. An Emerging Framework for Transformative Learning (EFTL) was developed from the insights of students, Journey Guides, and faculty who participated in the program. The EFTL offers an approach to fostering critical consciousness and social justice action while resisting colonial and neoliberal demands for skills-based managerial social work education
Public Libraries: enacting “public spaces” for community development and lifelong learning
Full text linkPublic libraries in Hamilton provide countless services to different users, particularly older immigrants. The library system proves to be an inclusive learning space, promoting lifelong learning for all. The paper explores the relationship between public library use, lifelong learning and community development. In addition, it demonstrates the function of the library in the provision of equal and universal access to information and learning. This paper focuses on a qualitative interview materials. In-depth interviews were conducted with 25 participants (13 females and 12 males) in six public libraries in Hamilton, Ontario. In addition, we interviewed six library staff in the six public libraries (three in the lower Hamilton and three in the suburban Mountain) and conducted observations of the day-to-day practices in the six public libraries. Purposive sampling was used to ensure diversity in library use. Using the grounded theory (GT) method, interviews were transcribed, coded, categorised, and analysed using NVivo 10. The interviews explored the viewpoints of participants accessing public libraries in Hamilton. The findings reveal that public libraries are sources of educational, informational, and well-being – providing lifelong learning through library activities and programmes. Specifically, the acquisition of new skills and new friendship through the library space is a vibrant resource for developing the adult learner’s capacity for social development in the community and the world at large. The study would be one of a kind to deploy library users’ narrations for interrogating public library spaces as a tool for understanding spaces of lifelong learning in Ontario, Canada. It highlights the many ways in which social relationships through library use shape perception, attitude and learning. Different users of public libraries attain a sense of accomplishment for different reasons. This paper, therefore, calls for a policy approach in which the diverse experiences of public libraries are more widely recognized and nurtured
Critical Consciousness of Bahamian High School Students
Full text linkThis mixed methods explanatory study examined the level of critical consciousness of high school students in The Bahamas and the contribution of school to its development. Developing critical consciousness in students makes education relevant to their lives and equips them with the skills needed to think critically about social conditions. The Critical Consciousness Scale was completed by 10th grade students (N=202) at four public high schools. Results indicate a lack of awareness of inequality in Bahamian society. Though students strongly support equal treatment of groups in society, few had participated in any related activity. Interviews with high scoring students yielded five themes related to the role of school in developing critical consciousness: the importance of discussion and dialogue, the need for guidance and mentoring, the role of clubs, community service, and the influence of class activities and peer interaction
