Open AccessA Professing Parent’s Reflection on the COVID Classroom and Research Illustrates the Full Utility of Communication Pedagogy
Author(s) -
Robin Smith Mathis
Publication year - 2021
Publication title -
journal of communication pedagogy
Language(s) - English
Resource type - Journals
eISSN - 2640-4524
pISSN - 2578-2568
DOI - 10.31446/jcp.2021.2.18
Subject(s) - compassion , feeling , pedagogy , covid-19 , reflection (computer programming) , value (mathematics) , sociology , field (mathematics) , psychology , social psychology , political science , medicine , computer science , mathematics , disease , pathology , machine learning , infectious disease (medical specialty) , pure mathematics , law , programming language
This essay uses an ethnonarrative method to illustrate why and how to communicate compassion in the K–12, college, and workplace classroom during a pandemic. Reflecting on my experiences as a parent and professor, my students’ journal entries March–May 2020, and field research notes, I conclude that the feeling of powerlessness in the classroom and compassion within the organization creates an innovative ethnonarrative research opportunity for the Journal of Communication Pedagogy reader. Ultimately, my reflection as a parent and professor emphasized the value of communication pedagogy. Ultimately, I argue that practitioners in traditional classrooms, as well as the workplace, can advance communication pedagogy through multifaceted ethnonarrative approaches that are uniquely suited to meet the complex challenges exposed during the COVID-19 pandemic.