Abstract
I begin this paper with a glimpse into the literature concerning at-risk and antiracist theory in order to understand the connections between the two bodies of literature. Next, by combining two bodies of literature, I argue for the implementation of a pedagogy of hope, culturally relevant teaching, and empowerment for students in the classroom. Finally, I outline a course for graduate teaching assistants that explores the utility of a pedagogy of hope, culturally relevant teaching, and empowerment for students in the communication classroom.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Recommended Citation
Treinen, K. P.
(2015).
Communication in Action: Educating Graduate Teaching Assistants in At-Risk Pedagogy.
Communication and Theater Association of Minnesota Journal, 41(1).
DOI: https://doi.org/10.56816/2471-0032.1081
