Teaching Participative Justice in Professional Writing.
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| Title: | Teaching Participative Justice in Professional Writing. |
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| Authors: | Hashlamon, Yanar1 (AUTHOR) hashlamon.1@osu.edu, Teston, Christa1 (AUTHOR) |
| Source: | Technical Communication Quarterly. Apr-Jun2022, Vol. 31 Issue 2, p159-174. 16p. 1 Diagram, 2 Charts. |
| Subject Terms: | *Educational outcomes, *Self-evaluation, Grounded theory, Social marketing, Communication of technical information |
| Abstract: | Technical and professional communication (TPC) curricula tend to prioritize hyperpragmatist learning outcomes, objectives, and activities. Drawing on a grounded theory analysis of curricular self-assessment data, including interviews with community partners, we argue that TPC in the U.S. is at constant risk of co-option by market logics. Through a speculative curricular framework that works toward building more just, liveable worlds, this essay reimagines TPC curricula as an opportunity to redress inequities caused by exploitative market logics. [ABSTRACT FROM AUTHOR] |
| Copyright of Technical Communication Quarterly is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Technical and professional communication (TPC) curricula tend to prioritize hyperpragmatist learning outcomes, objectives, and activities. Drawing on a grounded theory analysis of curricular self-assessment data, including interviews with community partners, we argue that TPC in the U.S. is at constant risk of co-option by market logics. Through a speculative curricular framework that works toward building more just, liveable worlds, this essay reimagines TPC curricula as an opportunity to redress inequities caused by exploitative market logics. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10572252 |
| DOI: | 10.1080/10572252.2021.2000031 |
