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Constructing communication: A study...

Beliveau, Ralph Joseph.

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Constructing communication: A study of mass communication pedagogy.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Constructing communication: A study of mass communication pedagogy./
Author:	Beliveau, Ralph Joseph.
Description:	270 p.
Notes:	Source: Dissertation Abstracts International, Volume: 61-11, Section: A, page: 4215.
Contained By:	Dissertation Abstracts International61-11A.
Subject:	Mass Communications. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9996070
ISBN:	0493041052

Constructing communication: A study of mass communication pedagogy.
Beliveau, Ralph Joseph.

Constructing communication: A study of mass communication pedagogy. - 270 p.

Source: Dissertation Abstracts International, Volume: 61-11, Section: A, page: 4215.

Thesis (Ph.D.)--The University of Iowa, 2000.

This study develops a critical communication-based understanding of the practices used in a communication classroom. I argue for deepening the theoretical relationship between communication classroom pedagogy and theories of communication content and form. For that purpose I bring a series of specific questions to a news writing course. The first question concerns how the object of the class—news—is defined. But rather than only recounting the definition, this interrogation seeks the way that defining practices work, given the parallel between how news is defined in a classroom and the way the world is defined for an audience through news practices. The content and the form of these defining practices are then analyzed through two critical approaches; an orality/literacy approach, which seeks to describe differentiations between the communicating subject and the object of the communication, particularly as these practices are cast as disciplinary or field-related; and second, a rhetoric of inquiry approach, which describes the unifying relationship between the “how” and “what” of communication pedagogy, particularly in its hermeneutic pursuit of meaning.

ISBN: 0493041052Subjects--Topical Terms:

1017395
Mass Communications.

Constructing communication: A study of mass communication pedagogy.
LDR:03369nam 2200313 a 45 001 935379
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020 $a 0493041052
035 $a (UnM)AAI9996070
035 $a AAI9996070
040 $a UnM $c UnM
100 1 $a Beliveau, Ralph Joseph. $3 1259068
245 1 0 $a Constructing communication: A study of mass communication pedagogy.
300 $a 270 p.
500 $a Source: Dissertation Abstracts International, Volume: 61-11, Section: A, page: 4215.
500 $a Supervisor: Hanno Hardt.
502 $a Thesis (Ph.D.)--The University of Iowa, 2000.
520 $a This study develops a critical communication-based understanding of the practices used in a communication classroom. I argue for deepening the theoretical relationship between communication classroom pedagogy and theories of communication content and form. For that purpose I bring a series of specific questions to a news writing course. The first question concerns how the object of the class—news—is defined. But rather than only recounting the definition, this interrogation seeks the way that defining practices work, given the parallel between how news is defined in a classroom and the way the world is defined for an audience through news practices. The content and the form of these defining practices are then analyzed through two critical approaches; an orality/literacy approach, which seeks to describe differentiations between the communicating subject and the object of the communication, particularly as these practices are cast as disciplinary or field-related; and second, a rhetoric of inquiry approach, which describes the unifying relationship between the “how” and “what” of communication pedagogy, particularly in its hermeneutic pursuit of meaning.
520 $a This dissertation provides theoretical strategies for understanding communication pedagogy as it is practiced—a potential contribution for a practicing communication teacher. It describes both the content and form of learning about communication, with the goal of developing a more self-aware pedagogy. The dissertation also contributes a way to understand how disciplines or fields attending to communication construct, recognize, and reproduce their objects of study and what these practices of reproduction mean as elements of a ”discipline.” This dissertation argues for a reflexive answer to the question, “how does a communication classroom communicate about communication?”
520 $a Through its pedagogy communication reproduces practices as traditions and ideologies, within particular social and historical contexts, even when the classroom pedagogy ignores these contexts and produces an epistemology without historicizing. Teaching and learning, however, constitute and are constituted by communication; to develop an analysis of these socially constructed and historically located moments offers a resource for teachers, learners, and others interested in the relationship between education and communication.
590 $a School code: 0096.
650 4 $a Mass Communications. $3 1017395
650 4 $a Education, Philosophy of. $3 783746
650 4 $a Language, Rhetoric and Composition. $3 1019205
690 $a 0681
690 $a 0708
690 $a 0998
710 2 0 $a The University of Iowa. $3 1017439
773 0 $t Dissertation Abstracts International $g 61-11A.
790 $a 0096
790 1 0 $a Hardt, Hanno, $e advisor
791 $a Ph.D.
792 $a 2000
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9996070