This classroom assessment article shares the findings of a practicum-based undergraduate organizational communication course using interactive management research (IMR). IMR is a participatory action research methodology that fosters group design thinking to envision perceived pathways for collectively organizing to address a social issue. The methodology was used with undergraduate students to teach communication as constitutive of organizations and diversity, equity, and inclusion (DEI) in the workplace. According to the perceptions of students, inclusive organizing begins with inclusive policies and informed leadership to promote a receptive organizational climate where students, faculty, and staff can make microlevel commitments. This perceived top-down flow of organizing presents pedagogical, theoretical, and practical implications for communication teachers when teaching organizational communication and DEI to their students. Finally, methodological implications are presented for future teachers that wish to implement IMR as part of a practicum-based undergraduate course.

In this essay, we propose a double helix of critical inquiry; one that binds both critical theory and appreciative inquiry through critical pragmatism. We first situate the double helix within the paradigmatic, theoretical, and praxeological commitments of the critical paradigm followed by anchoring dialogue as a methodology that activates the double helix through pragmatism. We then introduce three specific methods of dialogue that bring to life how critical communication scholars can use dialogue as a means for socially situating dialogue within historical power dynamics for envisioning and creating social change. We conclude with theoretical and practical implications for communication scholars to consider when conducting critical communication research and teaching this area of inquiry in their communication courses. Our hope is that this framework of a double helix produces communication inquiry that engages communities in the cocreation of a just society.

In this research methods essay, we describe Interactive Management Research (IMR), a participatory action research methodology with extensive applications in organizational settings but new to organizational communication research. IMR offers possibilities as a participant-centered methodology that is particularly well suited for complex organizational design situations requiring a systems perspective. We detail two versions of IMR, an interview-based method (IMRi) and a group-based method (IMRg), using a case study of each method to illustrate their application to organizational communication research. We believe IMR is an approach to participatory action research that can provide unique insights into the systems thinking and communication that shapes organizations and organizing.

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 develop our pedagogical practices toward critical liberatory ends. To get there, we (re)stage “intense” student engagements and work collaboratively to co-construct a series of archetypes that converge at the moment of “intense” student interaction.

This chapter reviews current research investigating the intersections of Whiteness studies and intercultural communication in both domestic and global contexts. First, a brief history of the recent emergence of Whiteness studies is followed by overviews of research in intercultural communication focused on (1) Whiteness in historical contexts, (2) White identity and cultural practices, (3) Whiteness and educational contexts, (4) Whiteness in pop culture, (5) Whiteness in interactive and mass media, and (6) Whiteness and intersectionality. We conclude with suggestions for future research. 1

Systems Research and Behavioral ScienceEarly View RESEARCH NOTE Responding to the need for online collective intelligence facilitation: A framework for systems thinking facilitators Michael Hogan, Corresponding Author michael.hogan@nuigalway.ie orcid.org/0000-0001-6227-0530 School of Psychology, NUI, Galway, Ireland Correspondence Michael Hogan, School of Psychology, NUI, Galway, Ireland. Email: michael.hogan@nuigalway.ieSearch for more papers by this authorOwen Harney, School of Psychology, NUI, Galway, IrelandSearch for more papers by this authorRobert Razzante, Hugh Downs School of Human Communication, Arizona State University, Tempe, AZ, USASearch for more papers by this author Michael Hogan, Corresponding Author michael.hogan@nuigalway.ie orcid.org/0000-0001-6227-0530 School of Psychology, NUI, Galway, Ireland Correspondence Michael Hogan, School of Psychology, NUI, Galway, Ireland. Email: michael.hogan@nuigalway.ieSearch for more papers by this authorOwen Harney, School of Psychology, NUI, Galway, IrelandSearch for more papers by this authorRobert Razzante, Hugh Downs School of Human Communication, Arizona State University, Tempe, AZ, USASearch for more papers by this author First published: 05 November 2020 https://doi.org/10.1002/sres.2752Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinked InRedditWechat Early ViewOnline Version of Record before inclusion in an issue RelatedInformation

Those who benefit from privilege often fail to understand the inner workings of their privilege. If they do, they can respond in various ways: abuse their privilege, continue to ignore it, become more self-reflexive with their actions, and more. This essay engages my (in)ability to use a standpoint of privilege in challenging everyday acts of oppression. I offer a dominant group methodology that uses dominant group theory as a heuristic to practice critical self-reflexivity through autoethnography. I follow by providing autoethnographic accounts of moments when I complicitly reinforced or attempted to impede communicative behavior(s) that perpetuated prejudice and discrimination. I conclude with practical implications for readers-especially those who identify as dominant group members. More specifically, I invite readers to unlearn oppressive ways of being toward the continual development and enactment of a social justice orientation.

Embracing Intersectionality in Co-Cultural and Dominant Group Theorizing: Implications for Theory, Research, and Pedagogy Get access Robert J Razzante, Robert J Razzante Department of Communication , The College of Wooster, Wooster, OH 44691, USA Contact: Robert J. Razzante; e-mail: rob.razzante@gmail.com Search for other works by this author on: Oxford Academic Google Scholar Robin M Boylorn, Robin M Boylorn Department of Communication Studies, University of Alabama , Tuscaloosa, AL 35487, USA Search for other works by this author on: Oxford Academic Google Scholar Mark P Orbe Mark P Orbe School of Communication, Western Michigan University, Kalamazoo, MI 49008, USA Search for other works by this author on: Oxford Academic Google Scholar Communication Theory, Volume 31, Issue 2, May 2021, Pages 228–249, https://doi.org/10.1093/ct/qtab002 Published: 08 May 2021

The leadership crisis globally, and in the U.S. specifically, draws concern for educators, leadership professionals, and organizations at large. This study evaluates two ways of teaching leadership courses in higher education: a conventional approach where students learn epistemological knowledge and apply such knowledge to case studies, and an ontological, phenomenological, phronetic, transformative (OPPT-in) approach that asks students to practice the being of leadership. Each OPPT-in student was paired with a conventional student as well as a professional role player in a leadership simulation scenario. External auditors evaluated video recordings of the simulation to determine each student's hireability for a job requiring leadership skills. OPPT-in students were selected as hireable for a job requiring leadership more often than the conventional students. Qualitative data suggest that this may be due to differences in students' relational invitations, request-making, task ignition, collaborator enlistment, and forthrightness in apologizing for work undone.

PurposeThe current study identifies successes and limitations of sustaining Dale se Real (DsR) as a school-based educational intervention program related to drugs and violence for 7th and 8th grade students in Nicaragua, Central America. As evidence-based interventions are transported and imported across national borders, issues surrounding their adaptation and sustainability become important targets for investigation.Design/methodology/approachInterviews were conducted with nine key informants (e.g. school directors, implementers) from seven institutions, four of which sustained DsR and three of which did not. This study explores DsR's fit with the institutions' missions and routines, program adaptability, broader community support and sustainability planning.FindingsFindings demonstrate two emerging views of sustainability within the Nicaraguan schools: a deficit approach and an empowerment approach. These two approaches imply different motivational structures for institutions and also led to the practical finding that developers and trainers need to provide structured or formal ways of empowering schools to continue implementing a program after staff no longer routinely contact them.Originality/valueThis study contributes a particular case on what facilitates and impedes sustainability of school-based interventions that can inform future intervention research in Latin American countries.

Those who benefit from privilege often fail to understand the inner workings of their privilege. If they do, they can respond in various ways: abuse their privilege, continue to ignore it, become more self-reflexive with their actions, and more. This essay engages my (in)ability to use a standpoint of privilege in challenging everyday acts of oppression. I offer a dominant group methodology that uses dominant group theory as a heuristic to practice critical self-reflexivity through autoethnography. I follow by providing autoethnographic accounts of moments when I complicitly reinforced or attempted to impede communicative behavior(s) that perpetuated prejudice and discrimination. I conclude with practical implications for readers—especially those who identify as dominant group members. More specifically, I invite readers to unlearn oppressive ways of being toward the continual development and enactment of a social justice orientation.

Engaged communication scholars typically address issues of inclusion in terms of activities such as focusing on a problem or dilemma related to exclusion that needs to be solved, conducting research on this problem, creating analyses that then may be applied to help shed light on the issue, and developing diversity programs. This chapter outlines the limitations of merely "knowing about" inclusion at an epistemological level, as well as the restrictions of typical practical application activities for creating inclusion. As an alternative, they point to the promise of an ontological, phenomenological, phronetic, transformative "being" approach. Even when diversity programs are successful at including typically marginalized peoples, they may still result in "peripheral inclusion", a term used to describe the experience of being neither included nor excluded, but rather somewhere in the middle or are relegated to provide the "marginalized perspective".

Systems Research and Behavioral ScienceVolume 38, Issue 4 p. 572-576 RESEARCH NOTE A group dynamics framework for 21st century collective intelligence facilitators Michael Hogan, Corresponding Author Michael Hogan michael.hogan@nuigalway.ie orcid.org/0000-0001-6227-0530 Correspondence Michael Hogan, Email: michael.hogan@nuigalway.ieSearch for more papers by this authorOwen Harney, Owen HarneySearch for more papers by this authorMike Moroney, Mike MoroneySearch for more papers by this authorMichelle Hanlon, Michelle HanlonSearch for more papers by this authorSu-Ming Khoo, Su-Ming KhooSearch for more papers by this authorTony Hall, Tony HallSearch for more papers by this authorMonika Pilch, Monika PilchSearch for more papers by this authorBianca Pereira, Bianca PereiraSearch for more papers by this authorEric Van Lente, Eric Van LenteSearch for more papers by this authorVictoria Hogan, Victoria HoganSearch for more papers by this authorJohn O'Reilly, John O'ReillySearch for more papers by this authorJenny Groarke, Jenny GroarkeSearch for more papers by this authorRobert Razzante, Robert RazzanteSearch for more papers by this authorHannah Durand, Hannah Durand orcid.org/0000-0002-8761-0519 Search for more papers by this authorBenjamin Broome, Benjamin BroomeSearch for more papers by this author Michael Hogan, Corresponding Author Michael Hogan michael.hogan@nuigalway.ie orcid.org/0000-0001-6227-0530 Correspondence Michael Hogan, Email: michael.hogan@nuigalway.ieSearch for more papers by this authorOwen Harney, Owen HarneySearch for more papers by this authorMike Moroney, Mike MoroneySearch for more papers by this authorMichelle Hanlon, Michelle HanlonSearch for more papers by this authorSu-Ming Khoo, Su-Ming KhooSearch for more papers by this authorTony Hall, Tony HallSearch for more papers by this authorMonika Pilch, Monika PilchSearch for more papers by this authorBianca Pereira, Bianca PereiraSearch for more papers by this authorEric Van Lente, Eric Van LenteSearch for more papers by this authorVictoria Hogan, Victoria HoganSearch for more papers by this authorJohn O'Reilly, John O'ReillySearch for more papers by this authorJenny Groarke, Jenny GroarkeSearch for more papers by this authorRobert Razzante, Robert RazzanteSearch for more papers by this authorHannah Durand, Hannah Durand orcid.org/0000-0002-8761-0519 Search for more papers by this authorBenjamin Broome, Benjamin BroomeSearch for more papers by this author First published: 25 April 2020 https://doi.org/10.1002/sres.2688Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume38, Issue4July/August 2021Pages 572-576 RelatedInformation

This study investigates the question of how to build an inclusive environment for intercultural dialogue. Using the university campus as a context for our research, we conducted a facilitated idea generation workshop in which participants identified a set of dialogic competencies, followed by individual interviews in which we explored participants' perceptions of the relationships among these competencies. Interviews were conducted utilizing a software-assisted, idea-structuring methodology referred to as Interpretive Structural Modeling (ISM). Based on our results, we constructed a framework that depicts the overall flow of influence among the set of dialogic competencies identified by the participants. While findings confirm the importance placed in current literature on factors such as listening and empathy, they provide a more sophisticated and nuanced perspective on how to accomplish one of the oft-stated goals of intercultural dialogue, which is to help participants examine their unconscious biases, prejudices, and privileges.

As an interdisciplinary field of study, Whiteness Studies have examined rhetorical strategies that reinforce whiteness ideology and White privilege at both macro- and micro-levels. The current study adds to Whiteness Studies literature by demonstrating various performances of whiteness ideology by White people. In using dominant group theory as a theoretical framework and analytic lens, I demonstrate how Whites reinforce, impede, and dismantle whiteness ideology. That is, rather than exclusively seeking reinforcements of whiteness ideology, dominant group theory also provides a framework to understand ways one can challenge and disrupt the oppressive ideology. Such an approach engages crystallising to demonstrate various performances of whiteness. The study has implications for future research and pedagogy when teaching Whiteness Studies to White students and their various levels of readiness for grappling with their own whiteness.

Over the last two decades, the Communication discipline has become a leader in research that explains, defines, operationalizes, and theorizes bullying. Similar to studies of harassment, discrimination, and abuse, the bullying literature has been largely motivated by a desire to describe this interactional "bad behavior" so that it ostensibly may be eradicated. Less clear, however, are what behaviors should fill the void when bullying behavior declines and the processes by which ostensibly "good behavior" might most effectively be inspired and created. In this chapter, we applied Dominant Group Theory as a lens to understand the ways in which dominant group members can disrupt and impede workplace bullying.

Through this study I attempt to extend cocultural theory toward a dominant group theory. I offer an exploratory account of the many ways dominant group members have responded to the concerns of cocultural group members. That is, dominant group members tend to engage in strategies that produce four themes: (a) using dominant group membership for reinforcement of privilege, (b) coming to a dominant group awareness, (c) using dominant group membership for support of cocultural groups, and (d) using dominant group membership for disrupting practices of oppression. When taken together, cocultural theory and a dominant group theory afford researchers, teachers, and practitioners another tool to explore intersectional communication.

Through this theoretical essay, we conceptualize what constitutes dominant group theory. We review existing literature on two essential aspects of dominant group theory: (1) power, privilege, and communication, and (2) co-cultural theory. Drawing from data from two recent studies, we then use the conceptual framework of co-cultural theory to generate an extension that explores the communicative strategies of majority group members. More particularly, we describe five premises, six factors of dominant group communication, nine communication orientations, and twenty-one specific dominant group strategies, all of which represent the key building blocks of dominant group theorizing. Finally, we conclude by offering strengths, limitations, and heuristic implications of this new line of theorizing.

Institutions of higher education continue to face the pressing values of neoliberalism. As such, colleges and universities seek to produce human capital. Critical media literacy offers one means of education to challenge neoliberal assumptions. However, current research lacks a conceptual understanding of how musical artists can serve as critical pedagogues through their music. The current chapter seeks to understand the role of movement intellectuals in popular music among educators. More specifically, this chapter proposes the following definition of a movement intellectual in popular music: an artist who observes, collects and disseminates warranted counter-narratives through the medium of their music. Ultimately, through exploring germinal and contemporary literature, this chapter attempts to offer a language for talking about critical music literacy as a means to challenge nihilism within the environment of a neoliberal higher education.

Administrators of color in predominantly White institutions (PWI) navigate from dual positions of privilege and marginalization. Within PWIs, administrators of color experience marginalization in terms of their racial/ethnic makeup. Specifically focusing on the administrative level, 95.8% of executive provosts and 86.2% of deans of academic colleges are White. At the faculty level, nearly 10% of full professors are people of color. However, even with such exclusionary practices, 87.7% of chief diversity officers are racial minorities. The current study seeks to understand how highly educated administrators of color work for diversity, inclusion, and equity initiatives while navigating from their dual positions of marginalization and privilege. Using the theoretical lenses of co-cultural theory, dominant group theory, and intersectionality, the study seeks to understand how privilege and marginalization ebbs and flows depending on particular contexts. Findings indicate that optimizing privilege through co-cultural praxis and impeding through mentoring are two common strategies used by administrators of color.