Jones--Questions

I agree with many of my classmates—the Redding “Rocking Boats” essay was awesome. I don’t mean to sound repetitive, but I would also like to encourage us to think about the cross-sections of pedagogy and research that this readings point us toward. Redding gives us 2 clear recommendations for how to legitimize and open the door for organizational dissent to students in our classrooms: engage in consciousness-raising and point out that there are a multitude of options for organizational dissent.
(1) Are these recommendations cross-applicable to research endeavors? How can our perspectives and methods be enriched by these recommendations? Are there are other Redding also ppointmore ‘appropriate’ ways of introducing dissent into research?
Redding also points out that instructors are culpable in reinforcing the dominant organizational paradigm “in two ways: what we sometimes say (in our textbooks, lectures, syllabi, classroom assignments) and what we leave out” (p. 248). I conceptualized this as pointing toward Burke’s discussion of selection and deflection in definitions, communication, and language. Cronen offers five different characteristics of “practical theory” (see p. 231-238).
(2) Looking at Cronen’s different characteristics, what threads of selection and deflection do you see?