Collaborative Settings of Co-Creation: Knowledge Diplomacy and Pedagogical Thinking in Communication
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| Title: | Collaborative Settings of Co-Creation: Knowledge Diplomacy and Pedagogical Thinking in Communication |
|---|---|
| Language: | English |
| Authors: | Natalia Chaban (ORCID |
| Source: | Journal of Technical Writing and Communication. Apr 2024 54(2):143-162. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Communication Research, Knowledge Management, Higher Education, Educational Research, Epistemology, Global Approach, Core Curriculum, Undergraduate Students, Cooperative Learning, Foreign Countries |
| Geographic Terms: | New Zealand |
| DOI: | 10.1177/00472816231188652 |
| ISSN: | 0047-2816 1541-3780 |
| Abstract: | This paper explores the intersection of pedagogical research in communication and research on public diplomacy and engages with the notion of "knowledge diplomacy." It revises the concept of the "collaborative" central to both public diplomacy and higher education pedagogy. With both fields emphasizing the importance of "co-creation," the paper theorizes and operationalizes this concept, and argues that co-creation (as a process and a framework) is one solution to the challenge of dominance argued by the scholarship of "knowledge diplomacy." Empirically, the article engages with two cases of "grassroots knowledge diplomacy" initiated by a tertiary communication program in collaboration with diplomats. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1418604 |
| Database: | ERIC |
| Abstract: | This paper explores the intersection of pedagogical research in communication and research on public diplomacy and engages with the notion of "knowledge diplomacy." It revises the concept of the "collaborative" central to both public diplomacy and higher education pedagogy. With both fields emphasizing the importance of "co-creation," the paper theorizes and operationalizes this concept, and argues that co-creation (as a process and a framework) is one solution to the challenge of dominance argued by the scholarship of "knowledge diplomacy." Empirically, the article engages with two cases of "grassroots knowledge diplomacy" initiated by a tertiary communication program in collaboration with diplomats. |
|---|---|
| ISSN: | 0047-2816 1541-3780 |
| DOI: | 10.1177/00472816231188652 |
