[Commlist] Call for Book Chapters: Advancing Instructional Communication in Multicultural Higher Education: Cross-Disciplinary Insights from Southern Africa

Call for Book Chapters

NB: No APC will be charged to chapter contributors in this project


Book Title: Advancing Instructional Communication in Multicultural 
Higher Education: Cross-Disciplinary Insights from Southern Africa

Editors:



Dr Mgogo Quatro: Senior Lecturer of Communication Studies at the School 
of Journalism and Media Studies, Rhodes University, South Africa.



Dr Chikezie E. Uzuegbunam: Senior Lecturer and Deputy Head of School for 
Teaching and Research, School of Journalism and Media Studies, Rhodes 
University, South Africa.



Dr Tshepang Molale: Senior Lecturer, Department of Media Studies, 
University of the Witwatersrand, South Africa.







Context of the edited book



Over the years, the two disciplines, Communication and Education, have 
been researched far apart. This is with the understanding that they are 
two disparate disciplines within the humanities. Noticeably, there is 
limited scholarly literature and knowledge highlighting the 
intersections and the symbiotic relationship between these two 
disciplines. However, the interest in a Scholarship of Teaching and 
Learning (SoTL) through the subdiscipline of Instructional Communication 
in the classroom, is fast evolving, some scholars attempting to marry 
the two disciplines and explore pathways on how they intersect and 
influence each other towards the promotion of student-centred learning, 
curriculum development and lifelong teaching and learning practices. 
Instructional Communication is the field of study that examines how 
communication influences the teaching and learning process in the 
classroom (Sellnow, Limperos, Frisby, Sellnow, Spence & Downs, 2015). It 
focuses on the communication dynamics between instructors and students, 
exploring how effective communication can facilitate student learning 
and create a positive learning environment. Goodboy (2018) notes that 
Instructional Communication is a field of study of human communication 
process focusing on learning situations. Furthermore, Bayaa and 
El-Hanawy (2020) emphasise that it combines elements from various 
disciplines like Educational Psychology, Pedagogy, and Communication. 
Therefore, while the field of Instructional Communication has evolved to 
examine how communication processes impact teaching and learning across 
various educational contexts, there is still limited research – 
including in the Southern African context – that explores the 
relationship, continuities and discontinuities between Communication and 
Education disciplines, particularly within the context of the

emerging field of Instructional Communication and multicultural 
education. The significance of advancing instructional communication in 
multicultural higher education is profound, especially within Africa, 
where diverse cultural, ethnic, and linguistic backgrounds coexist. As 
higher education systems across Africa strive for inclusivity and 
transformation, it becomes crucial to dismantle entrenched Eurocentric 
paradigms that often dictate curriculum designs and instructional 
methodologies. Heleta (2016) argues that the decolonization of higher 
education is foundational for reshaping curricula to reflect African 
historical, cultural, and economic realities, illustrating how 
persistent Eurocentrism in institutional cultures continues to 
marginalize African perspectives in educational discourse. We deem 
Instructional Communication in African classrooms as one of the pathways 
for dismantling epistemic violence in recognition of our peculiar 
communication strategies and tools. Furthermore, the COVID-19 pandemic 
revealed significant vulnerabilities within African higher education 
systems that have now prompted a re-evaluation of curriculum design and 
delivery.



Thus, researchers have called for further research on a holistic 
exploration of Instructional Communication competences and its 
applicability beyond traditional classroom settings, and on areas like 
multicultural classrooms, effective teacher-student communication, 
strategies of classroom communication and management, and the role of 
technology (e.g., ICTs and LMS) in teaching and learning process 
(Sellnow and Sellnow, 2018; Houser, 2019; Cornett-Devito and Worley, 2005).



This book aims to bring together high-quality research, original 
theoretical perspectives, as well as cutting-edge and innovative 
practices that advance our understanding and acceptance of Instructional 
Communication in African higher education. The edited book will serve as 
a starting point and a critical resource for educators, students, 
scholars, and practitioners seeking to improve teaching and learning 
effectiveness, student engagement, and teaching and learning outcomes 
using communication as a pedagogical tool.



We invite scholars and practitioners to submit original contributions 
that explore the multifaceted nature of instructional communication. 
This volume seeks to encompass diverse methodological approaches and 
interdisciplinary perspectives to reflect the complexity of 
instructional communication in contemporary education.






Recommended topics and themes



We welcome submissions on, but not limited to, the following topics:



Theoretical and conceptual approaches



·       Foundational theories in instructional communication

·       Emerging frameworks and models in instructional communication

·       Multidisciplinary perspectives in instructional communication

Communication strategies for effective teaching



·       Verbal and nonverbal communication in the classroom

·       Instructing with disability

·       Teacher immediacy, clarity, and credibility

·       The role of humour, storytelling, and personal narratives in 
teaching



ICTs, Learning Management Systems, and digital instructional communication



·       Online and hybrid learning environments

·       The role of social media and digital platforms

·       Artificial intelligence in instructional communication



Intercultural and inclusive communication in higher education



·       Addressing diversity and inclusion in educational settings

·       Communication barriers and solutions in multicultural classrooms

·       Culturally responsive pedagogy



Instructional communication and student engagement



·       Active learning and participatory teaching techniques

·       Motivation and engagement strategies

·       Gaming as an additional pedagogical tool

·       Assessing the impact of instructional communication on learning 
outcomes



Communication challenges and conflict management



·       Managing classroom disruptions and conflict using communication 
tools

·       Strategies in communicating feedback effectively

·       Ethical considerations in instructional communication



Professional development and teacher training



·       Communication training for instructors/educators

·       Leadership and instructional communication

·       Mentorship and peer collaboration in teaching

Submission guidelines:



·        Submit to (bchapters /at/ lists.ru.ac.za)

·        Abstracts (300–500 words) should clearly outline the chapter’s 
scope, methodology, and key contributions.

·        Authors of accepted abstracts will be invited to submit full 
chapters.

·        Include author(s) name, affiliation, and contact information.

·        Full chapters should be between 6000-7000 and adhere to APA 
referencing style.

·        Submissions should be original and not under consideration 
elsewhere.



Important dates:



·        Deadline abstracts: 01 August 2025

·        Notification of Accepted abstracts: 29 August 2025

·        Deadline for full Chapter Submission: 15 January 2026

·        Peer Review Feedback: 28 February – 30 March 2026

·        Deadline for final revised chapter submission: 30 April 2026

·        Expected Publication: July 2026







Targeted publishers: Editors are currently engaging various reputable 
publishers, including Palgrave Macmillan, Routledge, and University 
Presses (e.g., Wits University Press). Chapter contributors will be 
informed through email about the chosen publisher upon received of book 
contracts.



References



Cornett-DeVito, M. M., & Worley, D. W. (2005). A front row seat: A 
phenomenological investigation of learning disabilities. Communication 
Education, 54(4), 312-333.

El-Bayaa, M. S., EL-Naggar, Z. A., & EL-Henawy, W. M. (2020) An Overview 
on EFL Prospective Teacher's Instructional Communication Skills.

Goodboy, A. K. (2018). Instructional communication scholarship: 
Complementing communication pedagogy. Journal of Communication Pedagogy, 
1(1), 9-11.

Heleta, S. (2016). Decolonisation of higher education: dismantling 
epistemic violence and eurocentrism in South Africa. Transformation in 
Higher Education, 1(1), 1-8. https://doi.org/10.4102/the.v1i1.9

Houser, M. L. (2019). Instructional communication. In An integrated 
approach to communication theory and research (pp. 517-528). Routledge.

Sellnow, D., & Sellnow, T. (2018). Introduction to this special issue on 
communication and instruction beyond the traditional classroom. 
Communication Education, 67(4), 409-413.

Sellnow, D., Limperos, A., Frisby, B.N., Sellnow, T.L., Spence, P.R., & 
Downs, E. (2015). Expanding the Scope of Instructional Communication 
Research: Looking Beyond Classroom Contexts. Communication Studies, 
66(4): 417-432. DOI: 10.1080/10510974.2015.1057750
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