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Accomplices in the public relations classroom: An autoethnography of social-justice and anti-racism-informed teaching

Luke Capizzo et al.

Public Relations Inquiry2025https://doi.org/10.1177/2046147x251329061article
ABDC B
Weight
0.37

What the paper says

A holistic approach to anti-racism and social justice in the public relations classroom requires moving beyond mere allyship with underrepresented students and embracing the role of an accomplice in the classroom. Accomplices understand their engagement as sustained solidarity toward both interpersonal inclusion and structural change. This paper presents four brief autoethnographies from public relations faculty in the United States, using their narratives about allyship and accompliceship as a springboard for theory building and action toward social change.

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https://doi.org/https://doi.org/10.1177/2046147x251329061

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@article{luke2025,
  title        = {{Accomplices in the public relations classroom: An autoethnography of social-justice and anti-racism-informed teaching}},
  author       = {Luke Capizzo et al.},
  journal      = {Public Relations Inquiry},
  year         = {2025},
  doi          = {https://doi.org/https://doi.org/10.1177/2046147x251329061},
}

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Accomplices in the public relations classroom: An autoethnography of social-justice and anti-racism-informed teaching

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Evidence weight

0.37

Balanced mode · F 0.40 / M 0.15 / V 0.05 / R 0.40

F · citation impact0.16 × 0.4 = 0.06
M · momentum0.53 × 0.15 = 0.08
V · venue signal0.50 × 0.05 = 0.03
R · text relevance †0.50 × 0.4 = 0.20

† Text relevance is estimated at 0.50 on the detail page — for your query’s actual relevance score, open this paper from a search result.