The Discourse of Disability in Communication Education
Narrative-Based Research for Social Change
Published on 23. December 2015
Book
Paperback/Softback
204 pages
978-1-4331-2932-2 (ISBN)
Description
This book examines the ways in which communicative practices influence the lives of students and faculty with disabilities in higher education. Offering their own experiences as teachers and students, the authors use qualitative research methods, mainly narrative and autoethnography, to highlight the intersections among communication, disability, diversity, and critical communication pedagogy. While embodying and emphasizing these connections, each chapter defines the notion of disability from a different point of view; summarizes the relevant literature; provides suggestions for different ways of improving the experiences of people with disabilities in higher education; promotes social change; and in some cases, promotes policy change. Overall, the volume promotes more effective, mindful, honest, and caring interaction between able-bodied and disabled individuals.
More details
Other editions
Additional editions
Mary Z. Ashlock | Ahmet Atay
The Discourse of Disability in Communication Education
Narrative-Based Research for Social Change
E-Book
02/2016
1st Edition
Peter Lang Verlag
€46.99
Available for download
Ahmet Atay | Mary Z. Ashlock
The Discourse of Disability in Communication Education
Narrative-Based Research for Social Change
E-Book
02/2016
1st Edition
Peter Lang Verlag
€46.99
Available for download
Ahmet Atay | Mary Z. Ashlock
The Discourse of Disability in Communication Education
Narrative-Based Research for Social Change
Book
01/2016
Peter Lang Verlag
€166.10
Shipment within 7-9 days
Persons
Ahmet Atay (PhD, Southern Illinois University Carbondale) is an assistant professor at The College of Wooster. He is the author of Globalization's Impact on Cultural Identity Formation: Queer Diasporic Males in Cyberspace (2015).
Mary Z. Ashlock (PhD, Florida State University) is an assistant professor at the University of Louisville. Her research includes disabilities, corporate communication, public speaking, and women/gender studies.
Content
Contents: Ahmet Atay/Mary Z. Ashlock: Introduction - Peter M. Kellet/Alison N. Buckley/Melissa J. Frame: Communication, Teaching and Learning, and Faculty Disability: Lessons from a Personal Narrative - Deleasa Randall-Griffiths/Kelsey Nicolay: Navigating Communication Courses: The Impact of Visual Impairment on the Teacher-Student Relationship in Communication Classrooms - Kelly Coyne/Paul Siegel/Heather Warner: Should I Tell My Students I Am Brain-Injured? - Sandra L. Pensoneau-Conway/Julie S. Cosenza: Disability Subjectivity in Educational Contexts - Vernon Humphrey: Walk in Our Shoes: Bridging the Cultural Abyss - Julie Cosenza: Retard: Learning to Lean - Kathryn Golsan/Kyle Rudick: Caught in the Rhetoric: How Students with Disabilities are framed by DSS Offices in U.S. Higher Education - Mary Z. Ashlock: Teaching College Student with Disabilities: Where Do I Go from Here? Effective Communication Strategies in the Classroom - Ahmet Atay: A Personal Journey to Understanding the Discourse of Disability: Making Connections Possible through New Media Technologies - Stacey O. Irwin: Difference through Documentary - Stacey Peterson: Zero Degrees of Separation: Managing the Advisor Role as Student Demands Increase.