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."
Recommended Citation
LaBelle, S. (2020) Addressing student precarities in higher education: our responsibility as teachers and scholars, Communication Education, 69(2), 267-276. https://doi.org/10.1080/03634523.2020.1724311
Copyright
National Communication Association
Included in
Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons, Education Economics Commons, Other Education Commons, Scholarship of Teaching and Learning Commons, Social and Philosophical Foundations of Education Commons
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.