Rhetorical Listening Pedagogy: Promoting Communication Across Cultural and Societal Groups with Video Narrative

2019 ◽  
Vol 54 ◽  
pp. 102517
Author(s):  
Wenqi Cui
Keyword(s):  
Rhetorical Listening ◽  
Listening Pedagogy

Teaching and Gaining a Voice: A Rhetorical Intersectionality Approach to Pedagogy of Feminist Organizational Communication

2020 ◽  
pp. 089331892097269
Author(s):  
Tahirah J. Walker ◽  
Lizette A. Muñoz Rojas
Keyword(s):  
Organizational Communication ◽  
Underlying Structure ◽  
Rhetorical Listening ◽  
Academic Settings ◽  
Communication Programs

We propose a rhetorical intersectionality pedagogy to teach Buzzanell’s (1994) “Gaining a Voice.” Specifically, we advance Buzzanell’s vision by presenting a way to teach this article in an intersectional manner and open the dialogue to a wider range of students. This approach encompasses four needs: (a) unhiding the curriculum and the underlying structure of our academic settings, (b) asking learners and instructors to heed silence and silence breaking, (c) encouraging learners and instructors to embrace rhetorical listening, and (d) setting aside canon and convention to make way for parrhesia within our communication programs. Our contribution foregrounds pedagogy as a vital aspect of higher education’s impact on contemporary and future feminist organizational communication issues.

Rhetorical Listening

2008 ◽  
Vol 8 (1) ◽  
pp. 74-77
Author(s):  
Debian Marty
Keyword(s):  
Rhetorical Listening

scholarly journals Implementing a flipped classroom approach in postgraduate education: An unexpected journey into pedagogical redesign

2015 ◽  
Vol 31 (4) ◽  
Author(s):  
Christine Howitt ◽  
Mark Pegrum
Keyword(s):  
Flipped Classroom ◽  
Postgraduate Education ◽  
Online Discussions ◽  
Discussion Boards ◽  
Engaged Learning ◽  
Face To Face ◽  
Critical Friends ◽  
Mind Maps ◽  
Listening Pedagogy ◽  
Education Courses

<p>This paper describes the implementation of a flipped approach by two lecturers teaching different postgraduate education courses at an Australian university. Case studies, written as chronological stories, were developed with data collected from email correspondence between the two lecturers as critical friends, as well as from student feedback in the form of face-to-face discussions, online discussions, emails, mind maps, multimodal discussion boards and end-of-semester university surveys. Over a period of 2 years, both lecturers moved from an initial focus on technology and organisation to a focus on pedagogy, while coming to see themselves as (re-)designers of learning. Technologically, the need for time to select and learn to work with appropriate software emerged as a key theme. Organisationally, the need for time to plan and to identify lecturer expectations of students emerged as key themes. Pedagogically, a shift occurred towards a <em>listening pedagogy</em> on the part of the lecturers, and towards more active and engaged learning on the part of the students. It was found necessary to ensure a close fit between what to present in flipped mode, what to do in class time, and how to assess students formatively and summatively.</p>

scholarly journals Reformasi Sekolah melalui Lesson Study untuk Membangun Learning Community Menuju Pembelajaran Abad 21 di SD Negeri 6 Kuta Blang

2019 ◽  
Vol 1 (3) ◽  
pp. 133
Author(s):  
Misnar Misnar ◽  
Asrul Karim
Keyword(s):  
Collaborative Learning ◽  
Learning Community ◽  
Learning Process ◽  
Lesson Study ◽  
School Reforms ◽  
Way Of Life ◽  
Student Centered ◽  
Listening Pedagogy ◽  
Teacher Ability

<p align="center">Abstrak</p><p> </p><p>Bireuen Regency needs various supports from various parties both material and moral. During the learning that took place at SD Negeri 6 Kuta Blang, the teacher was less willing to observed by other teachers. Teachers are also not ready to accept criticism from others so that the attitude to be together with others (a way of life that is related) was still not implemented in the education system. The relationship between teachers in schools and even in classrooms had not yet materialized. The learning atmosphere that was runned in the class was still less able to compete with other students, besides that there was still needed to improve the quality of educators in learning. The learning model applied by the teacher did not fully support collaborative learning. Meanwhile, there are some teachers who have implemented small groups but the purpose of learning using collaborative has not been successful. This was because lack of the teacher ability in collaborative learning. In addition, not all the teachers got the chance to attend the training related to increase the learning. Disruption of information creates a sense of injustice and trust towards fellow teachers. Circumstances like this were also increasingly creating disharmony and are not mutually related to both fellow teachers and even the principal. These things were an educational phenomenon that was happening right now in the learning process at Elementary School 6 Kuta Blang. By presenting school reforms that are based on lesson studies have produced significant results both from the learning process that involves collaborative learning that was student-centered and collegiality at school that can form a learning community based on listening to pedagogy.</p><p><strong>Keywords</strong>: School reform, lesson study, learning community</p><p align="center"><sup> </sup></p><p align="center"><strong>Abstrak</strong></p><p align="center"><strong> </strong></p><p>Kabupaten Bireuen membutuhkan berbagai dukungan dari berbagai pihak baik itu secara moril maupun materiil. Selama ini pembelajaran yang terjadi di SD Negeri 6 Kuta Blang, kurangnya keterbukaan guru untuk bersedia membuka kelas kepada sesama guru yang lain sehingga tidak terciptanya kolegalitas sesama para pendidik. Para guru juga  belum siap untuk menerima kritikan dari orang lain sehingga sikap untuk bisa bersama-sama dengan orang lain (<em>a way of assosiated living)</em> masih belum dijalankan dalam sistem pendidikan. Hubungan untuk saling mendengarkan antar sesama guru di sekolah bahkan di ruang kelas belum terwujud. Suasana pembelajaran yang dijalankan pada saat ini para peserta didik masih kurang mampu bersaing dengan siswa lain, selain itu masih diperlukan peningkatan mutu pendidik dalam pembelajaran. Model pembelajaran yang diterapkan oleh guru belum sepenuhnya secara collaborative learning walaupun ada sebagian guru sudah menerapkan dalam kelompok-kelompok kecil tetapi tujuan dari pembelajaran yang bersifat kolaboratif belum tercapai. Hal ini dikarenakan kurangnya pengetahuan guru terhadap pembelajaran yang bersifat <em>collaborative learning</em>. Selain itu, tidak meratanya para guru untuk mengikuti berbagai pelatihan pembelajaran dan ada sebagian guru yang sudah mengikuti pelatihan tidak mensosialisasikan kembali kepada guru-guru yang lain. Terputusnya informasi terciptanya rasa ketidakadilan dan kepercayaan terhadap sesama guru. Keadaan seperti ini juga semakin terciptanya ketidakharmonisan dan tidak saling menghargai baik sesama guru bahkan kepada kepada kepala sekolah. Hal-hal ini merupakan fenoma pendidikan yang terjadi saat ini dalam proses pembelajaran di Sekolah Dasar Negeri 6 Kuta Blang. Dengan adanya reformasi sekolah yang berbasis <em>lesson study</em> telah menunjukkan hasil yang siknifikan baik dari proses pembelajaran yang bersifat <em>collaborative learning</em> yang berpusat pada peserta didik maupun kolegalitas disekolah yang dapat membentuk <em>learning community </em>berdasarkan <em>listening pedagogy</em>.</p><strong>Kata kunci</strong>: Reformasi Sekolah, Lesson Study, Learning Community

Sign in / Sign up

Export Citation Format

Share Document