Ana Isabel Terminel Iberri
Biographic Data
| ID | 6205306 |
|---|---|
| NAME | Ana Isabel Terminel Iberri |
| GIVEN NAMES | Ana Isabel Terminel |
| FAMILY NAME | Iberri |
| SIGNATURE | IBERRI A I T |
| AFFILIATIONS | Arizona State University |
| ORCID | 0009-0006-1849-4194 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Reimagining Reflexivity as an Embodied Practice
In this essay, we examine reflexivity within communication studies, addressing the racial disparities and epistemological exclusions). The dominance of white scholarship in academic journals has constrained theoretical, methodological, and pedagogical innovation, perpetuating narrow perspectives that limit the transformative potential of the field. We build on the concept of reflexivity by introducing an embodied dimension that centers power, soc…
Laboring toward a critical methodpraxis of care
Meditations on the Space Between
Dancing with Data
This paper contributes to the literature on collaborative scholarship by bringing together data from two different critical qualitative dissertation projects in order to better understand the way power complexly flows through communities in both academic and non-academic contexts. The metaphor of dance is used throughout this piece in order to capture the embodied and messy process of being in collaboration with one another as researchers, as sch…
Inner monologues of a newbie CCPer
Our identities as critical educators are at odds with the hierarchy performatively enforcing the banking model of education. We understand the classroom as a political site where we labor to envision and perform anti-oppression communication. This pedagogical labor reflexively and necessarily unravels students at the edge of their/our intersectional privileges and disadvantages. In this piece, we use performance to reflexively interrogate and dev…
Phantasms in the Halls
Phantasms in the Halls: A Future University is Possible, is a mediated live performance presented synchronously on Zoom and in person. In this devised ensemble piece, the performers offer a performative response to recent scholarship on the settler colonial university and its significance in the time of the COVID-19 pandemic. The work weaves together theories of fugitivity, spectrality, and refusal to offer contextually situated critiques of labo…
Against the grain
This agenda-setting theory essay offers a collaborative response to Sprague, J. (1992). Expanding the research agenda for instructional communication: Raising some unasked questions. Communication Education, 41(1), 1–25. https://doi.org/10.1080/03634529209378867 early theorizing on critical approaches to communication pedagogy, developing it to account not only for critical developments since but also to the political precarity increasingly organ…
Critical performative pedagogical encounters, or “Let’s try that again. But first, let’s breathe”
Informed by Pineau’s (2002) critical performative pedagogy and Reverend James Lawson’s (1985) Civil Rights era nonviolent workshops, we introduce to the Communication Education readership a pedagog
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Critical performative pedagogical encounters, or “Let’s try that again. But first, let’s breathe”
Informed by Pineau’s (2002) critical performative pedagogy and Reverend James Lawson’s (1985) Civil Rights era nonviolent workshops, we introduce to the Communication Education readership a pedagog
Phantasms in the Halls
Phantasms in the Halls: A Future University is Possible, is a mediated live performance presented synchronously on Zoom and in person. In this devised ensemble piece, the performers offer a performative response to recent scholarship on the settler colonial university and its significance in the time of the COVID-19 pandemic. The work weaves together theories of fugitivity, spectrality, and refusal to offer contextually situated critiques of labo…
Against the grain
This agenda-setting theory essay offers a collaborative response to Sprague, J. (1992). Expanding the research agenda for instructional communication: Raising some unasked questions. Communication Education, 41(1), 1–25. https://doi.org/10.1080/03634529209378867 early theorizing on critical approaches to communication pedagogy, developing it to account not only for critical developments since but also to the political precarity increasingly organ…
Dancing with Data
This paper contributes to the literature on collaborative scholarship by bringing together data from two different critical qualitative dissertation projects in order to better understand the way power complexly flows through communities in both academic and non-academic contexts. The metaphor of dance is used throughout this piece in order to capture the embodied and messy process of being in collaboration with one another as researchers, as sch…
Inner monologues of a newbie CCPer
Our identities as critical educators are at odds with the hierarchy performatively enforcing the banking model of education. We understand the classroom as a political site where we labor to envision and perform anti-oppression communication. This pedagogical labor reflexively and necessarily unravels students at the edge of their/our intersectional privileges and disadvantages. In this piece, we use performance to reflexively interrogate and dev…
Reimagining Reflexivity as an Embodied Practice
In this essay, we examine reflexivity within communication studies, addressing the racial disparities and epistemological exclusions). The dominance of white scholarship in academic journals has constrained theoretical, methodological, and pedagogical innovation, perpetuating narrow perspectives that limit the transformative potential of the field. We build on the concept of reflexivity by introducing an embodied dimension that centers power, soc…
Laboring toward a critical methodpraxis of care
Meditations on the Space Between
Sociology (6 works) · Political science (4 works) · Art (3 works) · Critical Race Theory in Education (3 works) · Law (3 works) · Pedagogy (3 works) · Aesthetics (2 works) · Computer Science (2 works) · Critical theory (2 works) · Embodied cognition (2 works)