Communication (and communications) is part of every element of the University, college, classrooms and other organizations in which we find ourselves. It is hard to describe the field of communication when more often I would circumscribe it as circles within circles; constitutive rather than paradigms of transmission and messages. The Wikipedia definition of Communication Studies seems to be sufficiently confusing to speak for us all: scholars, practitioners, researchers and educators. Nonetheless, it is in the field of Communication that I have chosen to teach with all of the complexity of being both a subject field and a process.
It is the combination of Theory and Praxis which makes this field so appealing to me. More importantly, though, it is the diffusion of the internet and other tools of global information and knowledge management which I personally find fascinating. In regard to both the constitution of communication, as well as its transmission, the world is constantly changing. I want to be part of this change, and to help my students be part of it, as well.
This is the Borderlands of Communication, the integration of intercultural communication with the technology of communication. Feminist standpoint theory serves as a basis for an implementation of development communication (see also Donna Harraway's postmodernist Cyborg Manifesto). Political, but not exclusively so; more integrationist and inclusive than not, not technologically deterministic, but historically and materialistically grounded.
I want to encourage my students' Media literacy and help them develop their powers of perception in observing the world around them, whether it is on- or off-line, whether it is textually or conceptually based around language or addressed to their other senses. I am an activist, as well as an academic and an artist. I want to give my students the power and the belief that they too can change the world. Together, I want to weave new tapestries of communication. I also teach traditional subjects such as Communication Theory and Research Methods. I favor hybrid systems of high-tech combined with high touch. I love real-life (rl) classroom engagement, and also look forward to pioneering second life exchanges in places such as the new NMSU Aggies Island.
p, l&l
Martina / mhmbear
Diffusion of Innovation: Communication Theory
Communication MentorEverett M. Rogers (1931-2004)
"The diffusion of innovations explains social change, one of the most fundamental of social processes." Rogers, xviii - preface to the 5th Edition of Diffusion of Innovation (2004).
See also the tribute to Rogers and the video documentary from the last weeks of his life at
The Innovation Journal: http://www.innovation.cc/editorial-board/roger_dedication.htm
Ideology and Political Philosophy
Role Models and Mentors: Emma Goldman (1869-1940)
"anarchism asserts the possibility of an organization without discipline, fear, or punishment and without the pressure of poverty: a new social organism, which will make an end to the struggle for the means of existence -- the savage struggle which undermines the finest qualities in man and ever widens the social abyss. In short, anarchism strives towards a social organization which will establish well-being for all."
"The most violent element in society is ignorance."
and finally:
If I can't dance, I don't want to be part of your revolution.
Mission and Goal
It is my mission and goal to help you to become responsible for your own education, especially in the field of Communication. I do want to contribute to your education, but I do not want to be responsible for it. I have my hands full with my responsibilities for my own education: intellectually, financially, emotionally, logistically, chronologically, and pedagogically. As some of you might already understand, I am no fan of “systematic soldiering” – (mhm definition: from Taylorism and Scientific Management - doing the minimum possible in order to obtain the maximum grade this professor is willing to be talked into).
Learning is a very important concept for me, and I hope to be able to share my concept of it with you. How we do that is a mutually reinforcing, iterative and interactive process, I often call it Communication. Collaboration is also a major part of what I expect from you. Together, you and I and your classmates will try to reach a common understanding of how we are going to contribute to each other’s education, while actively working within the common framework of the classroom, the department and the institution of NMSU.
Statement of Diversity
We probably come from different cultural, social and political backgrounds. I have rarely met people with a background very similar to my own (outside of my own family). I will try to be as respectful as I can be of your culture, social-being and political understandings. These are very important things to me, and things that I like to explore within the classroom. I am a student of intercultural communication. I am also a feminist and critical scholar. I will work very hard to NOT provide easy answers, but to raise many, many questions. I hope you can find some patience with this process, and help me to look for questions rather than just put up roadblocks and endings. What this means, in effect, though, is we need to find new methods of communication within the classroom. I value discussion, but also strive to provide a safe environment, where many people of diverse backgrounds can share with some degree of security.
I do not favor power-driven debate, contentious conflict, and other communicative methods of trying to establish truth through power. I do realize that as your instructor, I certainly have the power of being an authority figure, especially within the classroom. I will use many forms of communication: lecture, discussion, small group, WebCT postings, but I am always open to suggestions. I also try to maintain a high-level of accessibility. If you have problems with any of my chosen forms of communication, please bring it to my attention. I do want to interact with you, especially around problems you might have with me or my style of teaching. I would love to hear from you before you carry it to others. If you find this difficult, please feel free to talk to someone within the department of Communication Studies.
Organizational Communication
I teach from a sociological perspective, especially in regard to systems and social networks. I am a student of many aspects of Organizational Communication, as well as the instructor for this class. So, I am one of those people who really enjoy what I teach and hope to have fun in this class. I regard the classroom as a ‘hands-on’ opportunity to practice what we live and learn. This includes practicing communication, information and knowledge management in all of its various forms. All of us are in organizations, each and every day in many different ways, not the least of which is the academic community. Like fish in water, we rarely take notice of the environment of the organizations where we live. Consider yourself employed as a consultant and trainer in this class, not just a little goldfish swimming around minding her own business. We will be looking at organizations both for how we individually and personally relate to them, as well as for the systems and networks they represent in each of our lives. I also have a strange hybrid sense of humor, which takes some getting used to.
Class policies:
Your attendance is important at every class, as a participant, observer and co-creator of the learning experience and academic organization/community.Showing up is no more “optional” than it is at work or in your family. This is NOT a distance education course. You have to figure out how to organize your life so that you are present for it to happen. A large part of this class is based on interaction, the practical aspects of organization. We need “You” to help make that happen.
Gaming Philsophy
Okay, I admit it. This class is a huge pedagogical experiment. I have no idea why the concept of gaming was so attractive both for me and for you, but somehow through the mechanisms of communication and the Universe, we chose to embark on this journey together. I do not believe there is any one right way to either teach this class or to pass it. It is not about a single “solution.” I am choosing NOT to be “the sage on the stage, but the guide at your side.” Or, as one of your fellow students put it – a coach. I want you to find your own access to the games, gaming and concepts that you want to explore. Then you need to find a way to share these with others in the classroom and/or on line in such a way that we can all share in “your” learning effect. Your choice of media and methods is part of this process and I will not dictate the rules. If you prefer high touch or high tech, you choose the means, the mechanisms and the games.
This, however, does not mean that I subscribe to a theory of relativism nor that I want you to follow that route. It means, though, that I want our discussions of truth and reality, right and wrong, and other moral concepts to go along a line where we can carefully evaluate the social components and relative weight of various priorities in our social conditions with our social conditioning. There must still be some room for safety, security, boundaries and other generally accepted values. Power and authority are key components in this, and I recognize and acknowledge my position as the teacher/instructor/professor in the classroom. You may be the experts on the game and/or your own life, but at the end of the day, I am the final arbiter of your grades, the debate and the game.
This, however, does not mean that I subscribe to a theory of relativism nor that I want you to follow that route. It means, though, that I want our discussions of truth and reality, right and wrong, and other moral concepts to go along a line where we can carefully evaluate the social components and relative weight of various priorities in our social conditions with our social conditioning. There must still be some room for safety, security, boundaries and other generally accepted values. Power and authority are key components in this, and I recognize and acknowledge my position as the teacher/instructor/professor in the classroom. You may be the experts on the game and/or your own life, but at the end of the day, I am the final arbiter of your grades, the debate and the game.
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