TY - JOUR
T1 - Universal instructional design and critical (communication) pedagogy
T2 - Strategies for voice, inclusion, and social justice/change
AU - Johnson, Julia R.
PY - 2004/6
Y1 - 2004/6
N2 - This essay is written in direct response to Barajas' and Higbee's (2003) call to treat Univer sal Instructional Design (UID) as part of a multicultural educational project. I contend that inclusivity and the use of UID should be combined with the political project of Critical Pedagogy (CP). In so doing, inclusivity will not reproduce the relations of inequality it seeks to redress, but can provide a set of principles that will assist educators in working for social justice. In this essay, I explain how critical pedagogy provides an important framework for engaging UID and provide examples of how UID and critical pedagogy can be combined in the Communication Studies classroom.
AB - This essay is written in direct response to Barajas' and Higbee's (2003) call to treat Univer sal Instructional Design (UID) as part of a multicultural educational project. I contend that inclusivity and the use of UID should be combined with the political project of Critical Pedagogy (CP). In so doing, inclusivity will not reproduce the relations of inequality it seeks to redress, but can provide a set of principles that will assist educators in working for social justice. In this essay, I explain how critical pedagogy provides an important framework for engaging UID and provide examples of how UID and critical pedagogy can be combined in the Communication Studies classroom.
UR - http://www.scopus.com/inward/record.url?scp=85016776108&partnerID=8YFLogxK
U2 - 10.1080/10665680490453995
DO - 10.1080/10665680490453995
M3 - Article
AN - SCOPUS:85016776108
SN - 1066-5684
VL - 37
SP - 145
EP - 153
JO - Equity and Excellence in Education
JF - Equity and Excellence in Education
IS - 2
ER -