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Using Critical Praxis to Understand and Teach Teamwork

University of California, Santa Barbara, seibold{at}comm.ucsb.edu

Paul Kang

University of California, Santa Barbara, pkang.ucsb{at}gmail.com

The authors pursue three aims in this article. The first is to underscore critical praxis as an especially valuable approach to understanding and enabling teamwork. The second is to offer four dimensions of teamwork—vision, roles, processes, and relationships— as salient areas to interrogate using critical praxis. The third aim is to consider the implications and methods for teaching teamwork in the classroom context. In the process of doing so, the authors highlight limitations of prevailing theoretical approaches and note changes in their own practice of teaching and facilitating teamwork that have occurred through a commitment to critical praxis.

Key Words: critical praxis • teams • business communication pedagogy

This version was published on December 1, 2008

Business Communication Quarterly, Vol. 71, No. 4, 421-438 (2008)
DOI: 10.1177/1080569908325859


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