Harold Garfinkel  and Anne Warfield Rawls
Ethnomethodology and Workplace Studies
Organization Studies; May 2008 vol. 29 no. 5 701-732.
http://oss.sagepub.com/cgi/reprint/29/5/701?ijkey=HFnBfIosBo2qo&keytype=ref&siteid=sposs

Abstract:
Known primarily as the author of a method for studying work, Harold Garfinkel — and ethnomethodological studies of work, or workplace studies — also offer an important alternative theory of work. First articulated in the late 1940s and early 1950s as a theory of communication, organization, and information, it has been Garfinkel's proposal that mutual understanding (orienting objects, meaning, and identities) in interactions, including technical situations of work, requires constant mutual orientation to situated constitutive expectancies — taken-for-granted methods of producing order that constitute sense — accompanied by displays of attention, competence, and trust. Based on this premise, researchers need to enter worksites to learn the order properties of work. Conventional theories, by contrast, treat social orders (including work) as resulting from individual interests, external constraint, and/or some conjunction between the two. For Garfinkel, however, individual motivation, power, and constraint must be managed by workers in and through the details of work. He insists that the need for participants to mutually orient ways of producing order on each next occasion adequately explains the details of order and sensemaking. Thus, any worksite exhibits the details required to produce, manage and understand local orders of work, including power and constraint — details that are local matters, lost to general formulation, requiring a research approach focused on the order properties of those details.

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Trent Schroyer
The Need for Critical Theory
Critical Sociology;  January 1973 vol. 3 no. 2 29-40
http://crs.sagepub.com/cgi/reprint/3/2/29?ijkey=WkXbS9wBcm/WE&keytype=ref&siteid=spcrs

Eric J. Leed
Communications Revolutions and the Enactment of Culture. 
Communication Research; July 1978 vol. 5 no. 3 305-319
http://crx.sagepub.com/cgi/reprint/5/3/305?ijkey=b.UAhwMJElS1w&keytype=ref&siteid=spcrx

Abstract:
This essay examines first the instrumental biases which have been imported into the study of communication and culture by the fixation upon the "media" of communication. It goes on to examine traditional communications revolutions noting the salient difference between these and contemporary transformations of communicative practice. In conclusion, I raise the question of why changes in communication have always stimulated anxieties about the stability of social and psychic norms. To answer this question one must be aware of the symbolic values which the media—oral, literate, and electronic—have acquired. It is by manipulating these values that the history of communication can become a "myth" and an enactment of our contemporary cultural situation.

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Joanne Robertson
Listening to the Heartbeat of New York: Writings on the Wall. 
Qualitative Inquiry; February 2003 vol. 9 no. 1 129-152
http://qix.sagepub.com/cgi/reprint/9/1/129?ijkey=DN3AKEMoPmbfA&keytype=ref&siteid=spqix

Abstract:
In this article, the author presents the ways in which her graduate students negotiate and scribe their understandings about the changing landscapes of their lives through dialogue, reflection, artwork, and writing. Secondly, she documents how the communal discourse of Lower Manhattan, more specifically, the “writings on the wall,” is testament to the ways people use multiple modes of representation to bear witness to the unimaginable. These “writings” are interspersed throughout the piece in bold, so as to give them prominence. Lastly, she describes the reflexive, hermeneutic, and interactive process by which she conceptualizes the domains of analysis and frames her understandings about the significance of this transformational literacy event.

Ronald C. Arnett
Paulo Freire's Revolutionary Pedagogy: From a Story-Centered to a Narrative-Centered Communication Ethic.
Qualitative Inquiry; August 2002 vol. 8 no. 4 489-510
http://qix.sagepub.com/cgi/reprint/8/4/489?ijkey=Z1ebtevTl4E4g&keytype=ref&siteid=spqix

Abstract:
This article frames Paulo Freire’s literacy project within the metaphors of story and narrative. The metaphors manifest philosophical and practical significance for understanding his literacy project. Freire frames a story of pedagogy that saves face for the learner, inviting us into an educational narrative situated in historicity and concern for the Other.

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Marc D. Rich
The interACT model: Considering rape prevention from a performance activism and social justice perspective.
Feminism Psychology; November 24, 2010 vol. 20 no. 4 511-528
http://fap.sagepub.com/cgi/reprint/20/4/511?ijkey=KiX/UEekp9Zjs&keytype=ref&siteid=spfap

Abstract:
Although a number of rape prevention programs exist, the interACT Troupe is distinguished by their commitment to social justice pedagogy and proactive performance. Influenced by critical pedagogy and Theatre of the Oppressed, interACT uses embodied techniques aligned with feminist pedagogies to raise awareness, promote empathic responses, challenge (hyper)masculinity and encourage bystander interventions.

Michelle M. Lazar
Entitled to consume: postfeminist femininity and a culture of post-critique. 
Discourse and Communication; November 2009 vol. 3 no. 4 371-400
http://dcm.sagepub.com/cgi/reprint/3/4/371?ijkey=HFBWmRujaLYzo&keytype=ref&siteid=spdcm

Abstract:
The article provides a critical analysis of a postfeminist identity that is emergent in a set of beauty advertisements, called ‘entitled femininity’. Three major discursive themes are identified, which are constitutive of this postfeminist feminine identity: 1) ‘It’s about me!’ focuses on pampering and pleasuring the self; 2) ‘Celebrating femininity’ reclaims and rejoices in feminine stereotypes; and 3) ‘Girling women’ encourages a youthful disposition in women of all ages. The article shows that entitled femininity occupies an ambivalent discursive space, which celebrates as well as repudiates feminism, and re-installs normative gendered stereotypes. The ambivalence, it is argued, contributes to fostering a culture of post-critique, which numbs resistance and deflects criticism. For all its appearances to be pro-women, feminine entitlement based squarely on an entitlement to consume offers a rather limited and problematic vision of femininity and gender equality.

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Jnan A. Blau
A Phan on Phish: Live Improvised Music in Five Performative Commitments
Cultural Studies <=> Critical Methodologies; August 2010 vol. 10 no. 4 307-319
http://csc.sagepub.com/cgi/reprint/10/4/307?ijkey=V5N4ogULbdoZI&keytype=ref&siteid=spcsc

Abstract:
Explored as a series of five interrelated performative commitments, the author takes seriously the notion that live musical performance, especially when it is pervaded by an improvisational ethos, can be quite powerful and well worth close examination. In particular, the band Phish, with its devout subcultural following of “phans,” is mined as a rich site for critical, theoretical, and descriptive fodder. The author writes as both a phan and a scholar, drawing from his own experiences seeing Phish live on many occasions as well as from an interdisciplinary body of scholarly literature. The essay provides insight not only into the Phish phenomenon but also into the intersections of performance, communication, popular music, and critical cultural studies.

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John D. Richardson and Karen M. Lancendorfer
Framing Affirmative Action : The Influence of Race on Newspaper Editorial Responses to the University of Michigan Cases. 
The International Journal of Press/Politics; Fall 2004 vol. 9 no. 4 74-94
http://hij.sagepub.com/cgi/reprint/9/4/74?ijkey=GrszneDjuT89I&keytype=ref&siteid=sphij

Abstract:
A content analysis of U.S. newspaper editorials (N = 158) examined framing of U.S. Supreme Court rulings on affirmative action at the University of Michigan. Results showed that remedial action and no preferential treatment, frames dominating affirmative action discourse in news media from the 1960s through the mid-1990s, were overshadowed in 2003 newspaper editorials by diversity, a frame asserting that a mix of racially and ethnically different people serves to strengthen organizations and society. The Newsroom Diversity Index (the ratio of the proportion of minorities professionally employed by the newspaper to the proportion of minorities living in its market) was positively associated with choosing the diversity frame and negatively associated with choosing the no preferential treatment frame.

John T. Warren and Andrea M. Davis
On the Impossibility of (Some) Critical Pedagogies: Critical Positionalities within a Binary. Cultural Studies <=> Critical Methodologies; 2009 9: 306
http://csc.sagepub.com/cgi/reprint/9/2/306?ijkey=4ut.jEopoeKn6&keytype=ref&siteid=spcsc

Abstract:
In teaching, our teacherly bodies are always available for the interpretation and evaluation of others. Indeed, it was a first lesson for many: entering the classroom the first time and feeling those eyes reading your performance of self, deciding what kind of class (and what kind of teacher) this experience was going to offer. However, our students' reading are never theirs alone— they are produced and made possible by larger ideological struggles that produce the possibilities and impossibilities of what they (and we) can conceive. These struggles, these systemic reiterated forms work to generate binaries that often deny the complicated identities that occupy our shared spaces. In this article, we chart out and enflesh the teacher's body, asking about the invisible bodies that these binaries exclude. In particular, we ask about sexualized bodies and the binaries that erase real opportunity for critically informed democratic pedagogy.

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Zizi Papacharissi and Jan Fernback
The Aesthetic Power of the Fab 5
Discursive Themes of Homonormativity in Queer Eye for the Straight Guy
Journal of Communication Inquiry; 2008 32: 348
http://jci.sagepub.com/cgi/reprint/32/4/348?ijkey=dZNCbWMYq/yTI&keytype=ref&siteid=spjci

Abstract:
In a period of more complex and numerous portrayals of homosexual characters in prime-time television, scholars have expressed concern about ostensibly enlightened portrayals that ultimately reinforce culturally dominant themes of heteronormativity. This study is a critical investigation of the reality show Queer Eye for the Straight Guy as a site of queer discourse that both challenges and reassures dominant perceptions of homosexuality. Despite the assertion of homonormative themes, this study finds that the program, on balance, reinforces heteronormative themes and dominant heterosexual power roles. Using Bourdieu's concept of the habitus, this study concludes that the apolitical power granted to the Fab 5 is of an aesthetic nature, permitting them to induce primarily cosmetic change justified by consumer rhetoric.

Harlan D. Hahn and Todd L. Belt
Disability Identity and Attitudes Toward Cure in a Sample of Disabled Activists
Journal of Health and Social Behavior; 2004 45: 453
http://hsb.sagepub.com/cgi/reprint/45/4/453?ijkey=gIeBNGfCKPfnM&keytype=ref&siteid=sphsb

Abstract:
This study investigates the assumption that disabled people want improvements in their functional abilities, or complete cures. Contrary to this assumption, many disabled activists are found to have attitudes in which they refuse treatment that promises a cure. In order to explain this attitude, different sources of disability identity are isolated as potential predictor variables. A multivariate model reveals that self-identity related to a personal affirmation of disability is a significant predictor of refusal of treatment, as is the age of onset of disability. Implications for interactions with medical professionals and utility-based modeling of medical treatment seeking are discussed.

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Karl Nunkoosing.
Constructing Learning Disability Consequences for men and women with learning disabilities
 Journal of Intellectual Disabilities; March 2000 vol. 4 no. 1 49-62
http://jid.sagepub.com/cgi/reprint/4/1/49?ijkey=S0ScFSPwTqClA&keytype=ref&siteid=spjld

Abstract:
Social constructionism is influential in many areas of scholarship concerning such aspects of the human experience as race, gender, therapy, disability, health and illness. However, these ideas have rarely been applied to the understanding of the lives of men and women with learning disabilities. This paper examines some of the central ideas of social constructionism and their application to the construction of knowledge about learning disability by professionals. It examines the constructionist perspective concerning essentialism, realism and the relationship between language and social action as these relate to learning disability. These ideas are then developed further through the application of four assumptions (Gergen, 1985) about social constructionism to learning disability.

Wendy Parkins
Protesting like a Girl: Embodiment, Dissent and Feminist Agency
Feminist Theory; April 2000 vol. 1 no. 1 59-78
http://fty.sagepub.com/cgi/reprint/1/1/59?ijkey=bz1.wxoOtJCYQ&keytype=ref&siteid=spfty

Abstract:
This article examines feminist agency in the light of Merleau-Ponty’s phenomenological account of the body subject. Stressing the importance of embodiment to feminist agency (without reifying an essential female body), I argue that bodies inhabit specific social, historical and discursive contexts which shape our corporeal experience and our opportunities for political contestation. Beginning with the assertion that we cannot think of agency without the body, I examine a historical instance of feminist agency in which women’s bodies were central to the articulation of political dissent, namely the British suffragette movement. In particular, I focus on the suffragette career of Mary Leigh and argue that it represents a feminist agency derived from corporeal performance. Through daring acts of protest which drew attention to the comportment and capacities of their bodies, suffragettes like Leigh contested the constitution of the political domain and the nature of citizenship.

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Scott William Gust & John T. Warren
Naming Our Sexual and Sexualized Bodies in the Classroom: And the Important Stuff That Comes After the Colon
Qualitative Inquiry; January 2008 vol. 14 no. 1 114-134
http://qix.sagepub.com/cgi/reprint/14/1/114?ijkey=Csb0rMY5KMV7E&keytype=ref&siteid=spqix

Abstract:
This is an essay about what teachers come to know as they struggle to name their historically minoritized, non-normatively sexual and sexualized bodies as teachers in a variety of educational contexts. Regardless of one's opinion on the efficacy of “coming out” in the classroom—and the authors ask the readers to kindly consider the possibility that one might “come out” as heterosexual— it is certain that teachers' bodies are sexual and sexualized. Therefore, what the authors ask the readers to consider is not a question of if they name their sexual and sexualized bodies as teachers but rather how they name their sexual and sexualized bodies as teachers. And not naming counts, too. In this essay, the authors commingle their stories of doing the naming of their sexualized teachers' bodies with a collection of scholarly attempts to name sexual bodies in theory.

Satoshi Toyosaki
Communication Sensei's Storytelling: Projecting Identity into Critical Pedagogy
Cultural Studies <=> Critical Methodologies; February 2007 vol. 7 no. 1 48-73
http://csc.sagepub.com/cgi/reprint/7/1/48?ijkey=kDKzNshGdUxLA&keytype=ref&siteid=spcsc

Abstract:
Identity politics in culturally diverse U.S.-American higher education is so complex that it is difficult to completely account for all of its elements. As a communication sensei, I enter this arena taking an approach informed by critical pedagogy and employing performative and/or autoethnographic writing as a mode of critical interrogation. Via storytelling, I investigate my becoming and the role of a critical pedagogue as a sociotemporal actor in today's culturally diverse U.S.-American education. Critical pedagogues should enter education as an intersubjective identity project where educational participants' stories meet, and their “hoped-for future” emerges from their storytelling.

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Bryant Keith Alexander
Fading, Twisting, and Weaving: An Interpretive Ethnography of the Black Barbershop as Cultural Space
Qualitative Inquiry; February 2003 vol. 9 no. 1 105-128
http://qix.sagepub.com/cgi/reprint/9/1/105?ijkey=0CBViu3cT3dAA&keytype=ref&siteid=spqix

Abstract:
Barbershops in the Black community are discursive spaces in which the confluence of Black hair care, for and by Black people, and small talk establish a context for cultural exchange. This interpretive ethnography describes the barbershop in a Black community as a cultural site for ethnographic exploration and description. The article defines a cultural site not only as the chosen geo-social locale of the ethnographic gaze but also as a centralized occasion within a cultural community that serves at the confluence of banal ritualized activity and the exchange of cultural currency. It is the social experience of being in the barbershop that the article focuses on, knowing that social experience meets at the intersection of culture and performance, and at the confluence of reflection and remembrance.

Anandam P. Kavoori
Media Literacy, "Thinking Television," and African American Communication
Cultural Studies <=> Critical Methodologies; November 2007 vol. 7 no. 4 460-483
http://csc.sagepub.com/cgi/reprint/7/4/460?ijkey=JSfGWL3k4CrdI&keytype=ref&siteid=spcsc

Abstract:
This essay is a critical, reflexive engagement with the practice, politics and pedagogy of a student centered media literacy project titled `thinking television.` Written as a theoretical diagnostic, the essay examines the project's value-providing a new vocabulary for democratic communication-and drawbacks, the restrictive nature of narrative possibilities around race in the student projects.

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Melissa Pujazon-Zazik and M. Jane Park
To Tweet, or Not to Tweet: Gender Differences and Potential Positive and Negative Health Outcomes of Adolescents’ Social Internet Use.
American Journal of Men's Health, March 2010; vol. 4, 1: pp. 77-85.
http://jmh.sagepub.com/cgi/reprint/4/1/77?ijkey=4GHUC.IHIgO8o&keytype=ref&siteid=spjmh

Abstract:
Adolescents and young adults are avid Internet users. Online social media, such as social networking sites (e.g., Facebook, MySpace), blogs, status updating sites (e.g., Twitter) and chat rooms, have become integral parts of adolescents’ and young adults’ lives. Adolescents are even beginning to enter the world of online dating with several websites dedicated to “teenage online dating.” This paper reviews recent peer-reviewed literature and national data on 1) adolescents use of online social media, 2) gender differences in online social media and 3) potential positive and negative health outcomes from adolescents’ online social media use. We also examine parental monitoring of adolescents’ online activities. Given that parental supervision is a key protective factor against adolescent risk-taking behavior, it is reasonable to hypothesize that unmonitored Internet use may place adolescents’ at significant risk, such as cyberbullying, unwanted exposure to pornography, and potentially revealing personal information to sexual predators.

H. L. Goodall J
Why We Must Win the War on Terror: Communication, Narrative, and the Future of National Security
 Qualitative Inquiry, February 2006 vol. 12 no. 1 30-59
http://qix.sagepub.com/cgi/reprint/12/1/30?ijkey=XqdQLYo1Joxl.&keytype=ref&siteid=spqix

Abstract:
This article analyzes the political rhetoric of the War on Terror from a communication theories perspective within a cultural framework. Beginning with a reading of President Bush's rhetoric using ideas drawn from Charles R. Berger's reduction of uncertainty theory, the author proposes the international and pragmatic utility of a more inclusive and less fear-inspired narrative alternative. This narrative alternative can and should serve as a communicative ideal capable of reinforcing traditional American values of openness, honesty, dialogue, and the ability to change minds based on new and better information while at the same time well serving the strategic interests of national security.

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Bruce E. Gronbeck
Is Communication a Humanities Discipline?  Struggles for academic identity.
Arts and Humanities in Higher Education; October 2005 vol. 4 no. 3 229-246
http://ahh.sagepub.com/cgi/reprint/4/3/229?ijkey=.qgGZx9WNWMm2&keytype=ref&siteid=spahh

Abstract:
A 20th-century discipline in American universities, communication has struggled with questions of academic identity: generically, as to whether it is a 'humanities' or a 'social science', a 'practice' or a 'technology', and theoretically, as to what sorts of axioms, theorems, research methods or logics, and problems should form its core. This article explores some of the frames that have been borrowed and built to guide theorization of and research on communication practices. It then examines briefly the efforts to institutionalize communication studies academically, professionally, and economically as an American case-study of the rhetoric of inquiry: the ways in which the knowledge industries form species, divide the intellectual universe, and defend knowledge claims.