Keith Nainby
Biographic Data
| ID | 5429630 |
|---|---|
| NAME | Keith Nainby |
| GIVEN NAMES | Keith |
| FAMILY NAME | Nainby |
| SIGNATURE | NAINBY K |
| AFFILIATIONS | California State University, Stanislaus |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 1 |
(Re)sounding pedagogy
In this Introduction, the Guest Editors situate this themed issue on (Re)Sounding Pedagogy within ongoing communication research interrogating voice, argumentation, race, and power. We also offer a description of how we work to make sense of some of the relationships among sound, pedagogy, and social contexts. We encourage you to engage playfully with our work and with the scholarly pieces, oral/aural and written, included in this issue. We provi…
Engagement Beyond Interruption
This article presents an understanding of listening as a performative and pedagogical act. Moving beyond existing theories of listening in communication and education studies that frame listening as a selective and incremental act, this article considers listening in terms of a performance studies and critical education studies perspective. An argument for listening as an embodied act is developed through the consideration of 3 classroom interact…
Wanting the World
The closing dialogue of “Navigating with the Stars: Critical Qualitative Methodological Constellations for Critical Intercultural Communication Research” invokes “the final hues of pink, orange and
Cadence/Silence/Presence
This response, in the form of performative writing, to Chris McRae's performance Miles Away from “The Cool” explores the performer's integration of music, architecture, and performance theory. I especially emphasize my subjective experience of these elements as an audience member. I address social class and race in the context of performance instruction in the college classroom.Keywords: Performance ethnographyCritical pedagogyMusic The author th…
Articulating Contact in the Classroom
In this paper we call into question the ontological assumptions within prominent, foundational critical pedagogy literature – particularly the work of Paulo Freire. We suggest that these ontological assumptions may limit critical educational efforts within multicultural communities, because they tacitly reduce our complex, contested classroom interactions to preparatory or subsidiary events within transformative pedagogy. We contend that ongoing …
Articulating Contact in the Classroom
In this paper we call into question the ontological assumptions within prominent, foundational critical pedagogy literature – particularly the work of Paulo Freire. We suggest that these ontological assumptions may limit critical educational efforts within multicultural communities, because they tacitly reduce our complex, contested classroom interactions to preparatory or subsidiary events within transformative pedagogy. We contend that ongoing …
Articulating Contact in the Classroom
In this paper we call into question the ontological assumptions within prominent, foundational critical pedagogy literature – particularly the work of Paulo Freire. We suggest that these ontological assumptions may limit critical educational efforts within multicultural communities, because they tacitly reduce our complex, contested classroom interactions to preparatory or subsidiary events within transformative pedagogy. We contend that ongoing …
Wanting the World
The closing dialogue of “Navigating with the Stars: Critical Qualitative Methodological Constellations for Critical Intercultural Communication Research” invokes “the final hues of pink, orange and
Cadence/Silence/Presence
This response, in the form of performative writing, to Chris McRae's performance Miles Away from “The Cool” explores the performer's integration of music, architecture, and performance theory. I especially emphasize my subjective experience of these elements as an audience member. I address social class and race in the context of performance instruction in the college classroom.Keywords: Performance ethnographyCritical pedagogyMusic The author th…
Engagement Beyond Interruption
This article presents an understanding of listening as a performative and pedagogical act. Moving beyond existing theories of listening in communication and education studies that frame listening as a selective and incremental act, this article considers listening in terms of a performance studies and critical education studies perspective. An argument for listening as an embodied act is developed through the consideration of 3 classroom interact…
(Re)sounding pedagogy
In this Introduction, the Guest Editors situate this themed issue on (Re)Sounding Pedagogy within ongoing communication research interrogating voice, argumentation, race, and power. We also offer a description of how we work to make sense of some of the relationships among sound, pedagogy, and social contexts. We encourage you to engage playfully with our work and with the scholarly pieces, oral/aural and written, included in this issue. We provi…
Sociology (4 works) · Computer Science (3 works) · Pedagogy (3 works) · Philosophy (3 works) · Aesthetics (2 works) · Art (2 works) · Communication in Education and Healthcare (2 works) · Discourse Analysis in Language Studies (2 works) · Epistemology (2 works) · Linguistics (2 works)