ABSTRACT
Our charge as educators is not simply to pass on knowledge to passive students, but to ask and demand of our students their active participation in constructing knowledge and social transformation. Communication scholars are well-positioned both to provide models for and to enact social transformation within our own classrooms and communities; however, our discipline has yet to fully explore and contribute to meaningful social change (Conquergood 1996; Deetz 1995). This essay provides a pedagogical framework that bridges the gap between communication theory and social action in the community by combining three mutually reinforcing elements: critical organizational communication theory, feminist qualitative methods, and service-learning.
