Abstract
This pedagogical approach invites students to critically examine conventional conceptions of failure. Informed by principles of the Slow Movement and self-compassion, this teaching activity prompts recurring reflection on who has power to define failure and how our responses to perceived failures shape our identities, relationships, and trajectories. Through reflective writing, speaking, and listening exercises, students are encouraged to reframe evaluations of communication failures with a lens that prioritizes contemplation, holistic context, self-companionship, and openness. By challenging masculinized notions of failure that lack self-compassion, this approach cultivates a growth mindset and helps students find more equitable, collectively compassionate interpretations of perceived shortcomings in intrapersonal, interpersonal, team, and institutional contexts.
Recommended Citation
Crouse-Dick, Christine E.
(2024)
"Using “Slow” to Reframe Failure: Fusing Wisdom from the Slow Movement with Self-Compassion Principles to Transform Communication Failures,"
Feminist Pedagogy: Vol. 4:
Iss.
5, Article 3.
Available at:
https://digitalcommons.calpoly.edu/feministpedagogy/vol4/iss5/3
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Humane Education Commons, Interpersonal and Small Group Communication Commons, Organizational Communication Commons