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A Million-Word March to Better Inform the Communicative Practice of Empowering the Undergraduate Learner in Communication |
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Abstract:
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What does the discourse of the empowered learner look like? In search of discursive clues into the perceptions and products of learner empowerment—particularly in undergraduate communication education—the author taught and studied an experimental, 44-student course in Campaigns and Revolutions. The data include reflective student discourse for discursive indications of learner empowerment, as outlined by Frymeir and Schulman (1996). The results speak to the ennui communication students can experience and the empowerment that is possible. |
Most Common Document Word Stems:
student (83), practic (65), empower (40), class (40), learn (32), discours (30), one (29), cours (27), power (25), theori (23), grade (22), essay (20), present (20), learner (19), communic (19), campaign (18), team (17), studi (16), foucault (16), social (16), new (16), |
Author's Keywords:
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empowerment, undergraduate education, discourse analysis, teaching, pedagogy, |
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Association:
Name: NCA 93rd Annual Convention
URL: http://www.natcom.org
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Citation:
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MLA Citation:
| Zizzi, Michael. "A Million-Word March to Better Inform the Communicative Practice of Empowering the Undergraduate Learner in Communication" Paper presented at the annual meeting of the NCA 93rd Annual Convention, TBA, Chicago, IL, Nov 14, 2007 <Not Available>. 2009-05-23 <http://www.allacademic.com/meta/p195854_index.html> |
APA Citation:
| Zizzi, M. P. , 2007-11-14 "A Million-Word March to Better Inform the Communicative Practice of Empowering the Undergraduate Learner in Communication" Paper presented at the annual meeting of the NCA 93rd Annual Convention, TBA, Chicago, IL Online <PDF>. 2009-05-23 from http://www.allacademic.com/meta/p195854_index.html |
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: What does the discourse of the empowered learner look like? In search of discursive clues into the perceptions and products of learner empowerment—particularly in undergraduate communication education—the author taught and studied an experimental, 44-student course in Campaigns and Revolutions. The data include reflective student discourse for discursive indications of learner empowerment, as outlined by Frymeir and Schulman (1996). The results speak to the ennui communication students can experience and the empowerment that is possible. |
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| Document Type: |
PDF |
| Page count: |
26 |
| Word count: |
7150 |
| Text sample: |
| A Million-Word March to Better Inform the Communicative Practice of Empowering the Undergraduate Learner in Communication 1 Imagine if you would a dream in which you are riding in one of those old-fashioned motorcycle sidecars being taken on a journey to points unknown in a sense helpless as to the where and the how of this unexpected trip. Driving the motorcycle is a chauffeur who has assured you that spun gold awaits you at your destination and that you |
| & Freire. P. (1978). A pedagogy for liberation. New York: Bergin & Garvey. Thomas K. & Velthouse B. (1990). Cognitive elements of empowerment: An “interpretive” model of intrinsic task motivation. Academy of Management Review 15 666-681. Tracy K. (2002). Everyday talk: Building and reflecting identities. New York: Guilford. 25 Tracy K. (2005). Reconstructing communicative practices: Action-implicative discourse analysis. In K. L. Fitch & R. E. Sanders (Eds.) Handbook of language and social interaction (pp. 301-319). Mahwah NJ: Lawrence Erlbaum |
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