Abstract
As two Black feminist communication scholars, we reflect on the importance of intersectional and culturally responsive community engaged pedagogical practices in communication education. In this paper, we articulate the ways in which integrating community engaged pedagogical practices more intentionally in our curriculum, positions communication educators to participate in and contribute to advocacy based teaching that centralizes reflexivity, dialogue, critical literacy, and alliance building. Rooted in bell hooks’ theory of engaged pedagogy, our approach advocates for educators to articulate a pedagogy of Conscientizacao and to create curricula that teach us all to transgress.
Recommended Citation
Overby, Katrina Marie and Gordon, Nickesia S.
(2026)
"A Black Feminist Perspective on the Role of Community Engaged Pedagogy in Communication Education,"
Feminist Pedagogy: Vol. 7:
Iss.
1, Article 7.
Available at:
https://digitalcommons.calpoly.edu/feministpedagogy/vol7/iss1/7
Included in
African American Studies Commons, Curriculum and Instruction Commons, Feminist, Gender, and Sexuality Studies Commons, Gender, Race, Sexuality, and Ethnicity in Communication Commons, Journalism Studies Commons