C. Kyle Rudick

A critical organizational communication framework for communication and instruction scholarship: Narrative explorations of resistance, racism, and pedagogy

ABSTRACTThis study utilized a critical organizational communication framework to understand how student resistance is performed in relation to hegemonic systems that are (re)constituted through communication within and beyond the classroom (i.e., an institutional culture). I conducted multiple semistructured interviews with 14 self-identified students of color (28 total interviews) to explore the dialectical interplay of resistance ⇔ racialized domination within higher education. Using narrative analysis, I presented three participants’ responses as storied accounts to highlight the fluid ways that resistance ⇔ racialized domination manifests within and beyond the classroom. Participants’ stories showcased how forms of racialized domination (i.e., fetishization, stereotype threat, and white fragility) interact with forms of resistance (i.e., poaching, parody, and separation). This study’s findings highlight the need for communication and instruction scholars to expand their theoretical scope when explorin...ABSTRACT This study utilized a critical organizational communication framework to understand how student resistance is performed in relation to hegemonic systems that are (re)constituted through communication within and beyond the classroom (i.e., an institutional culture). I conducted multiple semistructured interviews with 14 self-identified students of color (28 total interviews) to explore the dialectical interplay of resistance ⇔ racialized domination within higher education. Using narrative analysis, I presented three participants’ responses as storied accounts to highlight the fluid ways that resistance ⇔ racialized domination manifests within and beyond the classroom. Participants’ stories showcased how forms of racialized domination (i.e., fetishization, stereotype threat, and white fragility) interact with forms of resistance (i.e., poaching, parody, and separation). This study’s findings highlight the need for communication and instruction scholars to expand their theoretical scope when exploring student resistance while also providing pragmatic advice for how instructors can intervene into, and challenge, racialized domination in higher education.

“It was at the library; therefore it must be credible”: Mapping patterns of undergraduate heuristic decision-making

ABSTRACT In this study, we explore the heuristic decision-making skills of undergraduate students as they incorporate information into their persuasive speeches. We interviewed 26 students enrolled in an introductory communication course to ascertain their information literacy for vetting sources for their public speeches. From their responses, we generated four patterns in students’ heuristic decision-making when they made appeals to justify or legitimize their selection of evidence within their persuasive public speech. We conclude by discussing our findings in the context of information literacy scholarship and providing pedagogical advice for instructors who teach public speaking in the introductory communication course.

Critical Communication Pedagogy and Service Learning in a Mixed-Method Communication Research Course.

ABSTRACT Course: Mixed-Method Communication Research Methods Objective: The purpose of this semester-long activity is to provide students with opportunities to cultivate mixed-method communication research skills through a social justice-informed service-learning format. Completing this course, students will be able to: recognize the unique strengths of quantitative and qualitative research methods; locate, evaluate, and utilize scholarly literature for a literature review; conduct an original research project using quantitative and qualitative research methods to gather and analyze data; and raise self and community awareness about a social issue through collaboration with a community organization.

“Yes, and … ”: continuing the scholarly conversation about anti-LGBT bullying in K-12 education

“Yes, and ... ”: continuing the scholarly conversation about anti-LGBT bullying in K-12 education C. Kyle Rudick & Deanna P. Dannels To cite this article: C. Kyle Rudick & Deanna P. Dannels (2018) “Yes, and ... ”: continuing the scholarly conversation about anti-LGBT bullying in K-12 education, Communication Education, 67:4, 528-531, DOI: 10.1080/03634523.2018.1503311 To link to this article: https://doi.org/10.1080/03634523.2018.1503311

Navigating instructional dialectics: empirical exploration of paradox in teaching

ABSTRACT Navigating contradiction represents an integral part of the teaching process. While educational literature has discussed the paradoxes that teachers experience in the classroom, minimal empirical research has analyzed the strategies teachers employ to address these paradoxes. Using relational dialectics as a theoretical framework for understanding paradoxes in teaching, we analyzed extensive interview data from 19 postsecondary instructors regarding the learning-oriented dialectics teachers experience and navigate. Findings here extend dialectics into a new instructional context by identifying three supradialectics these teachers experienced, as well as the strategies they report using to assist student learning in light of those dialectics. Subsequent analysis illustrates the dialectic nature of teacher strategies used in the classroom, offering insight into how teachers navigate dialectic tensions daily in the classroom. Further, this study provides researchers theoretical knowledge and evidence regarding how dialectic tensions and strategies function differently across communication contexts.

Comparing Hispanic-To-White Co-Cultural Communication at Four-Year, Public Hispanic Serving and Predominately White Institutions

This study explores two relatively untapped areas of instructional communication scholarship: Hispanic students’ communicative behaviors and the influence of context in student-to-student communication. Specifically, we utilize Co-Cultural Theory (CCT) to explore what, if any, differences exist in Hispanic students’ reports of their co-cultural communication when interacting with White students based on their enrollment in either a 4-year, public Hispanic Serving Institution (HSI) or 4-year, public Predominately White Institution (PWI). We found that Hispanic students’ communicative approaches did not differ based on their institutional context. However, Hispanic students in the PWI group scored higher on accommodation as their preferred outcome than their Hispanic HSI counterparts. We argue the findings highlight both theoretical and pedagogical implications for researchers and instructors.