Abstract
This article reports the analysis of thirty‐eight textbooks intended for the basic undergraduate speech communication course and published since 1970. The analysis focuses on how and to what extent communication in conflict is treated in these textbooks. Four categories reflecting differences in approaches to communication in conflict as well as in extensiveness of treatment are identified. The approaches discovered are contrasted with the orientations suggested by recent books and articles on the subject of communication in conflict by speech communication scholars.
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