Ahmet Atay is associate professor of communication at the College of Wooster.Satoshi Toyosaki is associate professor of communication studies at Southern Illinois University.

This is a rich and essential collection of essays by leading scholar-educators of critical intercultural communication. Rooted in lived experiences across identities and standpoints, it incorporatespowerful narrative autoethnography, performance, embodied practice, critical love, and other approaches within a variety of contexts. It addresses practical, ethical, and emotional elements of teaching, and offers deep and valuable insights for seasoned and novice critical educators who strive to decolonize our teaching through dialogue and self-reflexivity. Merging insights of intercultural communication scholarship with those of critical pedagogy, the book constitutes an important contribution to the turn toward social justice within communication studies.

• ContentsIntroductionChapter One: Demarcating the “Critical” in Critical Intercultural Communication StudiesRona Tamiko HalualaniChapter Two: Making a Place: A Framework for Educators Working with Critical Intercultural Communication and Critical Communication PedagogyJennifer Sandoval and Keith NainbyChapter Three: Intercultural Communication, Ethics and Activism PedagogyLeda CooksChapter Four: (Critical) Love is a Battlefield: Implications for a Critical Intercultural Pedagogical ApproachBernadette Marie Calafell and Robert Gutierrez-PerezChapter Five: Engaging Historical Trauma in the Classroom: Ethnoautobiography as Decolonizing PracticeS. Lily MendozaChapter Six: Pedagogies of Failure: Queer Communication Pedagogy as Anti-NormativeBenny LeMasterChapter Seven: Pedagogy of the Taboo: Theorizing Transformative Teaching-Learning Experiences that Speak Truth(s) to PowerMark P. OrbeChapter Eight: Obstructing the Process of Becoming: Basal Whiteness and the Challenge to Critical

Ahmet Atay is associate professor of communication at the College of Wooster.Satoshi Toyosaki is associate professor of communication studies at Southern Illinois University.

This is a rich and essential collection of essays by leading scholar-educators of critical intercultural communication. Rooted in lived experiences across identities and standpoints, it incorporatespowerful narrative autoethnography, performance, embodied practice, critical love, and other approaches within a variety of contexts. It addresses practical, ethical, and emotional elements of teaching, and offers deep and valuable insights for seasoned and novice critical educators who strive to decolonize our teaching through dialogue and self-reflexivity. Merging insights of intercultural communication scholarship with those of critical pedagogy, the book constitutes an important contribution to the turn toward social justice within communication studies.

• ContentsIntroductionChapter One: Demarcating the “Critical” in Critical Intercultural Communication StudiesRona Tamiko HalualaniChapter Two: Making a Place: A Framework for Educators Working with Critical Intercultural Communication and Critical Communication PedagogyJennifer Sandoval and Keith NainbyChapter Three: Intercultural Communication, Ethics and Activism PedagogyLeda CooksChapter Four: (Critical) Love is a Battlefield: Implications for a Critical Intercultural Pedagogical ApproachBernadette Marie Calafell and Robert Gutierrez-PerezChapter Five: Engaging Historical Trauma in the Classroom: Ethnoautobiography as Decolonizing PracticeS. Lily MendozaChapter Six: Pedagogies of Failure: Queer Communication Pedagogy as Anti-NormativeBenny LeMasterChapter Seven: Pedagogy of the Taboo: Theorizing Transformative Teaching-Learning Experiences that Speak Truth(s) to PowerMark P. OrbeChapter Eight: Obstructing the Process of Becoming: Basal Whiteness and the Challenge to Critical

Ahmet Atay is associate professor of communication at the College of Wooster.Satoshi Toyosaki is associate professor of communication studies at Southern Illinois University.

This is a rich and essential collection of essays by leading scholar-educators of critical intercultural communication. Rooted in lived experiences across identities and standpoints, it incorporatespowerful narrative autoethnography, performance, embodied practice, critical love, and other approaches within a variety of contexts. It addresses practical, ethical, and emotional elements of teaching, and offers deep and valuable insights for seasoned and novice critical educators who strive to decolonize our teaching through dialogue and self-reflexivity. Merging insights of intercultural communication scholarship with those of critical pedagogy, the book constitutes an important contribution to the turn toward social justice within communication studies.

• ContentsIntroductionChapter One: Demarcating the “Critical” in Critical Intercultural Communication StudiesRona Tamiko HalualaniChapter Two: Making a Place: A Framework for Educators Working with Critical Intercultural Communication and Critical Communication PedagogyJennifer Sandoval and Keith NainbyChapter Three: Intercultural Communication, Ethics and Activism PedagogyLeda CooksChapter Four: (Critical) Love is a Battlefield: Implications for a Critical Intercultural Pedagogical ApproachBernadette Marie Calafell and Robert Gutierrez-PerezChapter Five: Engaging Historical Trauma in the Classroom: Ethnoautobiography as Decolonizing PracticeS. Lily MendozaChapter Six: Pedagogies of Failure: Queer Communication Pedagogy as Anti-NormativeBenny LeMasterChapter Seven: Pedagogy of the Taboo: Theorizing Transformative Teaching-Learning Experiences that Speak Truth(s) to PowerMark P. OrbeChapter Eight: Obstructing the Process of Becoming: Basal Whiteness and the Challenge to Critical