| Title: |
Lessons Learned Teaching During Crisis. A Narrative Approach |
| Authors: |
Andrew S. Pyle; Antonio La Sala; Ryan P. Fuller; J. J. McIntyre |
| Contributors: |
Mark J. Congdon Jr., Ahmet Atay; Pyle, Andrew S.; La Sala, Antonio; Fuller, Ryan P.; Mcintyre, J. J. |
| Publisher Information: |
Bloomsbury |
| Publication Year: |
2025 |
| Collection: |
Sapienza Università di Roma: CINECA IRIS |
| Subject Terms: |
Critical communication pedagogy; crisis; teaching; narrative approach |
| Description: |
An organizational crisis is an event (or series) that generates uncertainty, threatens high-priority goals, and provides opportunities, such as learning and developing competitive advantages (Ulmer et al., 2019). Universities are experienced in and prone to crises, ranging from school shootings to financial collapse, among other crises (McIntyre et al., 2016; Slagel et al., 2021). Universities contribute significantly to society by generating and sharing knowledge and transforming learners (knowledgeable, skilled, and able) and communities. Although research has focused on university actions to prepare for, respond to, and recover from a range of crises that impact their mission, there is a gap in how such crises impact pedagogies in various ways. Much can be learned from the experiences of teaching during and after crises. To address this gap, we each use a narrative approach (Creswell & Poth, 2016) to describe our personal experiences during a crisis and critically reflect on our pedagogy by drawing on the ten commitments of Fassett and Warren’s (2007) critical communication pedagogy (CCP). This chapter briefly introduces critical communication pedagogy and the method and presents four narratives from the authors. The chapter concludes with lessons learned about teaching during and after crises. |
| Document Type: |
book part |
| Language: |
English |
| Relation: |
info:eu-repo/semantics/altIdentifier/isbn/9781666905441; ispartofbook:Critical Approaches to Crisis Communication in the Classroom and Higher Education Contexts; firstpage:173; lastpage:194; numberofpages:22; https://hdl.handle.net/11573/1751274 |
| Availability: |
https://hdl.handle.net/11573/1751274 |
| Accession Number: |
edsbas.E47D9D3D |
| Database: |
BASE |