Abstract
This critical commentary addresses the pedagogical experiences of being instructional assistants of communication in an engineering classroom at a Florida public university. In weaving together our experiences, we reflexively explore the affective labor and challenges of teaching interpersonal and intercultural communication concepts in a STEM environment while navigating restrictive state legislation and varying disciplinary perspectives and metatheoretical assumptions. We manage these dynamic tensions by adopting a feminist pedagogical praxis that works toward reimagining futures for STEM education—a future that helps students foster a critical consciousness and apply communication as a means of developing more equitable and just solutions across industries. This reflection works to offer insights for educators across disciplines who might be facing similar institutional and political challenges.
Recommended Citation
Regutti, Kailin and Willard, Zane Austin
(2024)
"The Affective Labor of Cross-Disciplinary Communication Education: Enacting a Feminist Praxis,"
Feminist Pedagogy: Vol. 5:
Iss.
3, Article 6.
Available at:
https://digitalcommons.calpoly.edu/feministpedagogy/vol5/iss3/6