Document Type

Article

Publication Date

3-11-2020

Abstract

"[T]his essay will focus on how we, as scholars of communication and instruction, can address, mitigate, and even illuminate these issues of precarity in our pedagogy, our scholarship, and our professional lives. This argument is centered on three key premises: (1) it is the responsibility of instructors to care about student precarities, (2) as instructional scholars and experts in communication, we are well prepared to mitigate these precarities in our course structure and pedagogy, as well as (3) in the scholarship we produce and prioritize on teaching and learning."

Comments

This is an Accepted Manuscript of an article published in Communication Education, volume 69, issue 2, in 2020, available online at https://doi.org/10.1080/03634523.2020.1724311. It may differ slightly from the final version of record.

Copyright

National Communication Association

Available for download on Saturday, September 11, 2021

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