Affiliation:
1. University of Arkansas at Monticello
Abstract
Using critical discourse analysis, I critically examined the National Communication Association’s (NCA) standards for public speaking competency to determine what type of ideal speaker the standards would produce. Highlighting NCA’s emphasis on “suitable” and “appropriate” forms of communication and the use of Standard American English, I argue that the ideal competent speaker in our classrooms sounds White. I complete the essay by reimagining the basic course using methods of Africana Study to explore ways that the standards for public speaking might be decolonized and made more inclusive to students of all backgrounds.
Publisher
Central States Communication Association
Reference50 articles.
1. Bartholomae, D. (1985). Inventing the university. In M. Rose (Ed.), When a writer can’t write: Studies in writer’s block and other composing-process problems (pp. 134–165). Guilford.
2. Chakravartty, P., Kuo, R., Grubbs, V., & McIlwain, C. (2018). #CommunicationSoWhite. Journal of Communication, 68(2), 254–266. https://doi.org/10.1093/joc/jqy003
3. Chawla, D., & Rodriguez, A. (2011). Postcoloniality and the speaking body: Revisioning the English oral competency curriculum. Cultural Studies Critical Methodologies, 11(1), 76–91. https://doi.org/10.1177%2F1532708610386923
4. Clasen, P. R., & Lee, R. (2006). Teaching in a sanitized world: An exploration of the suburban scene in public communication pedagogy. Communication Education, 55(4), 438–463. https://doiorg/10.1080/03634520600917616
5. Cohen, H. (1994). The history of speech communication: The emergence of a discipline, 1914–1945. Speech Communication Association.
Cited by
3 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献