Communication scholars hold special knowledge and occupy positions of power. This article examines the question of whether communication scholars have particular responsibilities to assist in the propagation of truth, enhance the debate on ideas, provide insight into the universe of media technology, and engage in public citizenship. Drawing on philosophical and political economy texts, the author brings the political economy tradition into Denzin’s “critical pedagogy” project. Political economy’s challenge is to expand its contribution to educational reform and deepen its commitment beyond class to race, gender, and ethnicity.
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