Summary

Critical communication pedagogy (CCP) emerged from an interdisciplinary exploration of the relationships between communication and instruction that draws from and extends critical theory. This critical turn has influenced how the communication studies discipline defines and practices communication education (i.e., learning in communication or how best to teach communication) and instructional communication (i.e., communication in learning, or how communication functions to diminish or support learning across a broad array of contexts, from the one-on-one tutoring session to training and development, and beyond). This critical turn in communication and instruction is characterized by 10 commitments of critical communication pedagogy refigured here along three themes: (a) communication is constitutive, (b) social justice is a process, and (c) the classroom is a site of activism and interpersonal justice.

Critical communication pedagogy is defined by three primary criticisms: (a) CCP focuses on postmodern and constitutive philosophies of communication to the detriment of critical theory, (b) CCP focuses too much on in-class communication to the detriment of activist learning, and (c) CCP is over-reliant on autoethnographic and performative methodologies. An expanded, reinvigorated, and radicalized critical communication pedagogy for communication studies scholars entails greater attention to and extension of critical theory; sustained engagement in and with activism (both within and beyond the classroom); and a more robust engagement of diverse methods of data collection and analysis. Critical communication pedagogy scholarship as militant hope is more relevant than ever in the post-Trump era, signaling a way for communication scholars to cultivate ethics of equity and justice at all levels of education.