Rethinking “Difficult” Conversations in Communication Instruction From an Intercultural Lens: Pedagogical Strategies for “SWAP-ping” the Communication Classroom

Abstract

Intercultural communication offers both theoretical and pedagogical implications for communication instruction. As such, we interweave theories and concepts of intercultural communication and instructional communication in (re)thinking “difficult,” “sensitive,” or “uncomfortable” classroom conversations that involve privilege, power, and intersecting cultural identities (e.g., racism). In juxtaposing these areas side by side, we first interrogate why intercultural and instructional communication scholars have neglected what the other takes as central: pedagogy and diversity. In particular, we ask: Why are certain conversations deemed “difficult” in the mainstream communication classroom? To whom are they difficult conversations? Why might these conversations feel “uncomfortable or risky”? Second, we crystalize how intercultural communication makes strides toward feeling/thinking/understanding difficult conversations in ways that promote social justice by proposing a pedagogy of “SWAP-ping” the communication classroom.

KEYWORDS:

• Privilege
• Intercultural Communication
• Instructional Communication
• Critical Pedagogy
• Difficult Conversation

Notes

^1. See www.professorwatchlist.org.

^2. For example, see http://schd.ws/hosted_files/2016uppermidwestcivicengagements/5e/06_23_PersonalIdentityWheelExercise_592.pdf.

^3. For example, see https://peacelearner.org/2016/03/14/privilege-walk-lesson-plan/.