“No Justice, No Peace”: Yard Signs as Public Pedagogy and Community Engagement at the Intersection of Public Health Crises

This paper examines yard signs as a site for public pedagogy that engages two concurrent, and comorbid, public health crises: the COVID-19 pandemic and racism. Specifically, I reflect on how yard signs responding to the George Floyd murder in my own Minneapolis neighborhood exist during a kairotic m...

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Autor principal:	Brigitte Mussack
Formato:	article
Lenguaje:	EN
Publicado:	Central States Communication Association 2021
Materias:	public pedagogy epideictic rhetoric teaching remotley instructional communication reflective writing community enagagement Communication. Mass media P87-96 Education L
Acceso en línea:	https://doaj.org/article/f24d877f09594754996d5e7b584573d8
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spelling	oai:doaj.org-article:f24d877f09594754996d5e7b584573d82021-11-09T16:42:24Z“No Justice, No Peace”: Yard Signs as Public Pedagogy and Community Engagement at the Intersection of Public Health Crises10.31446/JCP.2021.2.082640-45242578-2568https://doaj.org/article/f24d877f09594754996d5e7b584573d82021-10-01T00:00:00Zhttps://scholarworks.wmich.edu/jcp/vol5/iss1/8/https://doaj.org/toc/2640-4524https://doaj.org/toc/2578-2568This paper examines yard signs as a site for public pedagogy that engages two concurrent, and comorbid, public health crises: the COVID-19 pandemic and racism. Specifically, I reflect on how yard signs responding to the George Floyd murder in my own Minneapolis neighborhood exist during a kairotic moment; as myself and my students are increasingly confined to our own homes, and as the boundaries between school and home are blurred, the public health crisis of racism and the specific community response of yard signs present opportunities for examining how these signs can act as entry points into difficult conversations among neighbors, classmates, and colleagues. While such signs are certainly examples of epideictic rhetoric, participating in either “praise or blame,” I suggest that communication teachers can frame them as public pedagogy that “strikes a harmony between learning through public engagement and understanding these public encounters in the space of the classroom” (Holmes, 2016). As such, they can act not only as artifacts of community belonging, but as artifacts to promote reflection, conversation, and inquiry.Brigitte MussackCentral States Communication Associationarticlepublic pedagogyepideictic rhetoricteaching remotleyinstructional communicationreflective writingcommunity enagagementCommunication. Mass mediaP87-96EducationLENJournal of Communication Pedagogy, Vol 5, Pp 48-54 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	public pedagogy epideictic rhetoric teaching remotley instructional communication reflective writing community enagagement Communication. Mass media P87-96 Education L
spellingShingle	public pedagogy epideictic rhetoric teaching remotley instructional communication reflective writing community enagagement Communication. Mass media P87-96 Education L Brigitte Mussack “No Justice, No Peace”: Yard Signs as Public Pedagogy and Community Engagement at the Intersection of Public Health Crises
description	This paper examines yard signs as a site for public pedagogy that engages two concurrent, and comorbid, public health crises: the COVID-19 pandemic and racism. Specifically, I reflect on how yard signs responding to the George Floyd murder in my own Minneapolis neighborhood exist during a kairotic moment; as myself and my students are increasingly confined to our own homes, and as the boundaries between school and home are blurred, the public health crisis of racism and the specific community response of yard signs present opportunities for examining how these signs can act as entry points into difficult conversations among neighbors, classmates, and colleagues. While such signs are certainly examples of epideictic rhetoric, participating in either “praise or blame,” I suggest that communication teachers can frame them as public pedagogy that “strikes a harmony between learning through public engagement and understanding these public encounters in the space of the classroom” (Holmes, 2016). As such, they can act not only as artifacts of community belonging, but as artifacts to promote reflection, conversation, and inquiry.
format	article
author	Brigitte Mussack
author_facet	Brigitte Mussack
author_sort	Brigitte Mussack
title	“No Justice, No Peace”: Yard Signs as Public Pedagogy and Community Engagement at the Intersection of Public Health Crises
title_short	“No Justice, No Peace”: Yard Signs as Public Pedagogy and Community Engagement at the Intersection of Public Health Crises
title_full	“No Justice, No Peace”: Yard Signs as Public Pedagogy and Community Engagement at the Intersection of Public Health Crises
title_fullStr	“No Justice, No Peace”: Yard Signs as Public Pedagogy and Community Engagement at the Intersection of Public Health Crises
title_full_unstemmed	“No Justice, No Peace”: Yard Signs as Public Pedagogy and Community Engagement at the Intersection of Public Health Crises
title_sort	“no justice, no peace”: yard signs as public pedagogy and community engagement at the intersection of public health crises
publisher	Central States Communication Association
publishDate	2021
url	https://doaj.org/article/f24d877f09594754996d5e7b584573d8
work_keys_str_mv	AT brigittemussack nojusticenopeaceyardsignsaspublicpedagogyandcommunityengagementattheintersectionofpublichealthcrises
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“No Justice, No Peace”: Yard Signs as Public Pedagogy and Community Engagement at the Intersection of Public Health Crises

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