Following Paolo Freire’s philosophy of education “as a co-created process with the potential for fundamental transformation” and “not as a transactional process” (p. 3), Lawless and Chen propose that intercultural communication (IC) contributes to teaching social justice. The authors describe their own backgrounds and influences, stating that their “approach to teaching intercultural communication is guided by principles of critical communication pedagogy” (p. 3). Because of the intellectual and emotional labor involved, they recommend that IC instructors practice self-care strategies such as meditating and reflecting, getting nourishment and rest, and taking regular walks or drives, among other things. The chapters follow the template of an IC topic, presenting key concepts, theorists, and challenges as well as pedagogical activities to address these challenges. The authors also include a table of questions to consider in determining course content. Each chapter has a social justice focus, such as building alliances, community engagement, and thinking and acting globally. The text includes appendixes of critical IC activities and a glossary of terms. Suitable for scholars and graduate programs in communication studies. Recommended. Graduate students and faculty.

Choice Reviews

Lawless and Chen walk the reader through teaching intercultural communication from course development to final assessment. They provide experience-based tools for creating a social justice and action-oriented learning environment. This book is a must-have for anyone teaching communication from a critical perspective.

Alberto González, Bowling Green State University

A very important and original contribution to the intercultural communication pedagogy toolkit. Each chapter is grounded in a conceptual orientation and continues with very practical issues, solutions, examples, and personal stories from the field.

Sara DeTurk, University of Texas at San Antonio

Teaching Social Justice highlights current, relevant scholarship on critical intercultural communication and the challenges that exist with teaching from this perspective.

Elizabeth Root, Oregon State University