ABSTRACT
Students writing culture draws attention to the invisibility of culturally diverse, underrepresented, and underserved students and includes them in classroom dialogues. Several commitments of critical communication pedagogy (CCP) and critical intercultural communication pedagogy (CICP) include self-reflexive and dialogic engagement with students in a collaborative learner-teacher/teacher-learner process that is cognizant of nuanced human subjectivity and agency as well as the constitutive nature of communication. Articulating positionalities, illuminating cultural identity, and self-reflexively examining key moments linked into negotiations of identity, communication, and power is crucial to the study of intercultural communication (IC). For special population students such as with students of color, overwhelmingly the moments they narrate are predicated upon negative interactions and often come at an early life point, thus setting up life scripts about race relations and how they ought to navigate the dominant culture. Bringing visibility to invisible cocultural oppressions or marking the intersections of privilege and oppression is also a charge of CCPs.
