As editor of Communication Teacher, I am excited about this meaningful and challenging opportunity to serve the communication discipline. I am honored to curate a journal that embodies an applied pedagogical focus and scholarship that relates to one of our most fundamental roles as academics: pedagogy and the assessment of pedagogy. I am grateful to numerous people who have agreed to lend their time and expertise to continue to advance the mission of the journal. Specifically, I wish to express my gratitude to my associate editor, Kathryn Golsan, who applies her disciplinary expertise in managing the myriad manuscripts that the journal receives. I also wish to thank the dedicated and knowledgeable scholars who comprise my editorial board. They possess broad and valuable expertise in the communication discipline that they utilize in reviewing submissions.
I have great respect for Communication Teacher as one of the discipline's most applied journals. Communication Teacher provides opportunities for scholars of all paradigmatic backgrounds to develop manuscripts that can be directly applied to the classroom and/or society to utilize communication in ways that improve verbal and nonverbal interactions. As an applied critical scholar whose work focuses on the application of critical communication pedagogy, I am excited to edit a journal that aligns with what I believe scholarship should accomplish: improving practice and enacting change. I have had the opportunity to publish numerous articles in Communication Teacher. This journal has provided an outlet for me to engage in praxis-oriented scholarship—namely, the exploration of how critical communication pedagogy can serve as a means by which we can identify and respond to hegemony in the classroom and/or society.
As I undertake the editor's role, I will continue the journal's tradition of seeking and publishing high-quality scholarship that reflects a broad range of original teaching ideas and educational assessment articles applicable to the K-12 and college classroom. I look forward to reviewing manuscripts that address issues we face in our diverse society. One of the issues that I find to be increasingly problematic in our contemporary society is the presence of cultural and economic hegemony and the ways in which they are (not) communicated. Thus, an objective that I have for Communication Teacher is to publish activities and perspectives that work to respond to hegemony in the classroom and society. I plan to address this problem by offering one or more special issues that identify pedagogically sound practices by which to ameliorate cultural and economic hegemony that affect marginalized groups. My goal as editor of Communication Teacher is to continue to advance the discipline by curating a journal that instructors can use to make positive pedagogical changes, both inside and outside the classroom.