ABSTRACT
This chapter presents suggestions regarding how critically minded instructors can learn about and respond to the experiences of special populations. It offers critical communication pedagogy (CCP) as a means to learn about special populations of students. The chapter demonstrates how instructors can use CCP by engaging in autoethnography to examine issues of power, hegemony, class, race, and economic status in the classroom. It describes concepts and theory that instructors can take into account when working to understand special populations of students. The chapter then discusses how reflexivity, intersectionality, and critical theory can be used to facilitate the process of autoethnographic writing. Autoethnography is a pragmatic means for instructors to apply intentionality to their writing by reflecting on their biases, prejudices, and participation in power. By engaging in autoethnographic writing, critically minded instructors act reflexively about their pedagogy and classroom interactions with special populations of students.
