1. We learn to discipline __________.
A. Ourselves
2. __________ is produced through communication.
A. Discipline
3. Discipline is about __________.
A. Shaping behavior
4. We are united by our __________.
A. Communication
5. When advocates feel as though critical work is not worth the effort, they are experiencing
__________.
D. All of the above
6. __________ can work to undermine critical efforts for social justice.
A. Cynicism
7. Though Sam is not a racist, she recognizes the role she plays in racism in her everyday life.
Sam is engaging in __________.
8. Volunteering is one way to engage in __________.
A. Critical literacy
9. Discipline occurs through communicative messages, such as __________.
A. Stern looks
10. Amber is active at her local women’s center, as a violence prevention educator. Because of
her education and involvement, she often discusses violence against women as a force to be
reckoned with in our society. Jo, one of Amber’s friends, listens to the statistics and troubles
presented by Amber, and because it seems so overwhelming, she often finds herself suffocated
by the problem, not knowing what she, as one person, can do to help. Jo is experiencing
__________.
A. Cynicism
11. In the academic world, scholars organize themselves according to departments and use a
common language to investigate the world from that point of view. These departments are also
known as
A. Identities
12. As a speaker, you build _____ or ______ as a community member through your disciplined
performance.
D. Ethics; credibility
13. _______ reminds us that ‘schooled’ bodies are efficient and easily controlled.
A. Frankenberg
14. Baudrillard labeled the idea of visual trickery or optical illusion:
A. Interpellation
15. ________ analyzed Disney, arguing that it is the perfect model for simulacra.
A. Freire
16. Warren and Fassett argue that we often overlook when we consider what unites us is how we
share and unite along lines of
A. Simulacra
17. ______ contends that we have a very limited conception of difference, and, in particular, that
it is a misunderstanding to assume that difference and opposition are the same thing.
18. _______ is the careful process of analyzing the role each of us plays in a system of power
and being accountable for our role in enabling oppression and preventing social change.
19. ________ is a way to build understanding through listening to the other person as someone
with something important to say and, to the best of our ability, encountering her/him with
humility and generosity.
20. Asking what the agenda and ideology is represented by a national news station is a way of
engaging in
A. Advocacy
21. For bell hooks, “talking back” against those forces that work against you and those around
you is a form of
22. In order to advocate, you must not only listen to the _______ of the message, but the
relationship message that accompanies it.
23. ___________ is a way to find common ground with our conversational partners or audience
members.
24. ______ argues that to survive we must stand up and face the danger of speaking up and fight
for justice for all – silent or defiant, one is always in the face of inequality.
25. Discipline, such as physical punishment, work to make ______ bodies in the classroom.
26. Sharon cannot be an advocate by herself; she needs the support of others in order to make a
difference.
27. The most important activism behavior for advocates involves talking to others, “outing”
systems of oppression in an effort to fight them.
28. We must account for how we contribute to systems of power and oppression.
29. We tend to trust speakers who have a certain amount of ethos.
30. Communication can produce change.
31. Difference and opposition are the same thing.
32. Nihilism is the worst kind of cynicism.
33. Exhaustion, cynicism, and nihilism can keep us from doing the work of building alliances,
generating momentum, and making possible productive opportunities for change.
Type: E
34. Define the terms “nihilism,” “cynicism,” and “exhaustion.” Use examples to illustrate your
definitions.
Type: E
35. Warren and Fassett offer communication-centered possibilities for social action. Label,
define, and illustrate three of these possibilities.
Type: E
36. Explain how your schooling up until this point has disciplined you. Give concrete examples
to support your argument.