[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-578657-105":59,"doc-detail-578657-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","transgressing-media-history-ashley-r-kennard","Transgressing Media History - Ashley R. Kennard","","Traditional Mass Media History courses often protect the status quo. Rooted in white supremacist, capitalist patriarchy, the “myth of the inventor” illustrates how these ideologies and pedagogies persist. A counterhegemonic, transgressive alternative—guided by bell hooks—builds community, embraces vulnerability, co-constructs knowledge, includes diverse perspectives, and rewrites communication history. The approach begins with creating transformative, inclusive classrooms that dismantle the inventor myth.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/transgressing-media-history-ashley-r-kennard/578657/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/transgressing-media-history-ashley-r-kennard/578657.png","ImageObject",300,407,{"name":92,"@type":93},"Hazel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What role does the myth of the inventor play in traditional Mass Media History courses?","Question",{"text":112,"@type":113},"It functions as a central example of how white supremacist, capitalist patriarchy persists through teaching practices that present invention as singular genius.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the Day-1 class activity help students challenge fixed, objective history?",{"text":117,"@type":113},"Students map major communication milestones on a timeline, then look up dates using devices; differences in what they find open discussion about history as contested rather than fixed.",{"name":119,"@type":110,"acceptedAnswer":120},"What pedagogical principles support a counterhegemonic, transgressive approach?",{"text":121,"@type":113},"Building community, being vulnerable, co-constructing knowledge, including diversity, and rewriting history—starting with transforming inclusive communication classrooms.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},578657,1792474996,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":14,"category_name":15,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},137441390410,"https://ap-avatar.wpscdn.com/avatar/2000252f4ab5702993?_k=1776741390130283984","SPECIAL SECTION  \n\n| \u003Cbr>| Journal of Communication Pedagogy\u003Cbr>2025, Vol. 9, 118–125 |\n| --- | --- |\n| \u003Cbr>| © The Author(s) 2025\u003Cbr>Reprints and permissions: [http://www.csca-net.org](http://www.csca-net.org)\u003Cbr>DOI:10.31446/JCP.2025.1.13 Central States Communication Association |\n| Transgressing Media History |  |\n| Ashley R. Kennard  |  |\n\nKeywords: history, mass media history, counter-hegemonic, transgressive pedagogy, myth of the inventor, Gutenberg printing press  \nAbstract: Traditional Mass Media History courses serve to uphold the status quo. Born out of the white supremacist, capitalist patriarchy, the myth of the inventor provides a powerful example of one of the ways these traditional ideologies and pedagogies persist. However, through building community, being vulnerable, co-constructing knowledge, including diversity, and rewriting history, a counterhegemonic, transgressive approach to teaching communication history in the spirit of bell hooks is possible. This starts by creating transformative and inclusive communication classrooms that serve to dismantle the myth of the inventor.  \nIntroduction  \nOn the first day of class, after careful review of the syllabus and course policies, I engage students inan exercise where I draw a horizontal line that extends all the way across however many whiteboards (or chalkboards) are in the room. I then ask them to provide dates for major moments in the history of human communication, and I map them out on the line. They are not expected to know the dates offhand. Instead, they are invited to use their devices to look up the dates. I typically start by asking them how long humans have been around. This helps to orient them to the perspective of “now.” I then ask them about the Agricultural Revolution. This is meant to situate them in concept of “modern humans,” ownership, societies, and paradigms. I think it is important to mention that I do not use the term “civilization”—I tell them this, and I explain why—because of its roots in colonialism. I ask them questions like,“What are paradigms?” and “What do we mean when we say paradigms can ‘shift’?” I then ask them for the dates of some of the major historical events since the Agricultural Revolution. This provides us with anchors rooted in what is familiar.  \nAfter naming a few of the usual suspects like the Renaissance or Crusades and WWI or WWII, I start to ask about mass media/communication events specifically. Most answers end up falling under the category of technological “inventions.” One of the unexpected benefits of this exercise has been that they inevitably end up getting different dates than one another when they Google things, so we can start to broach (and challenge) the idea of a fixed, objective history (hooks, 1990) . In other words, the dismantling starts on Day 1. From this, I start to tease apart the notion that history is just a litany of names and exact dates. I start to introduce the idea that those names and dates that are most familiar largely serve to elevate whiteness and reinforce patriarchy. As we continue, I start to situate the Printing Revolution and the Industrial Revolution within the broader contexts of colonization and chattel slavery. They call out Gutenberg’s printing press, and we talk about Christopher Columbus and the spread of ideas like white supremacy, capitalism, and patriarchy. As they continue to call out technological innovations like television, radio, and the internet, things start piling up and getting crowded on the line, especially as we get into the last 3 decades. I make it a point to run out ofroom at the end of the board to show the explosion of innovation following the Industrial Revolution. This activity on Day 1 then sets the stage for how I approach history throughout the rest ofthe semester.  \nIf you want to dismantle something you must first understand how it was built. Lorde (1984) gave us,“the master’s tools will never dismantle the master’s house”(p. 112) . It ser","cbCaif7SqZhcJqTk","https://ap.wps.com/l/cbCaif7SqZhcJqTk","pdf",171861,"English","# Introduction\n## Day-1 exercise and challenging fixed history\n## Understanding power and dismantling through different tools\n# The [Colonial] Myth of Invention\n## Competing framings of invention and collaborative reality","[{\"question\":\"What role does the myth of the inventor play in traditional Mass Media History courses?\",\"answer\":\"It functions as a central example of how white supremacist, capitalist patriarchy persists through teaching practices that present invention as singular genius.\"},{\"question\":\"How does the Day-1 class activity help students challenge fixed, objective history?\",\"answer\":\"Students map major communication milestones on a timeline, then look up dates using devices; differences in what they find open discussion about history as contested rather than fixed.\"},{\"question\":\"What pedagogical principles support a counterhegemonic, transgressive approach?\",\"answer\":\"Building community, being vulnerable, co-constructing knowledge, including diversity, and rewriting history—starting with transforming inclusive communication classrooms.\"}]","Transgressing Media History - Ashley R. Kennard | PDF",1792034163,12]