This study revisits Sam Dragga’s research on ethical decision-making in document design, updating it to reflect contemporary concerns. Our findings indicate that participants today perceive the document design scenarios as significantly more unethical than those in Dragga's original study, with heightened attention to accessibility, cultural sensitivity, and social justice. While Dragga's study emphasized concerns over the consequences of document design choices, our results suggest a shift in focus toward the writer's intent. Participants frequently judged deliberate manipulation as unethical, even in cases where no direct harm was evident. These findings highlight the evolving ethical priorities in technical communication and underscore the need for practitioners and educators to reassess and revise the field's guiding principles to align with contemporary values of inclusivity and social responsibility.

This article examines a multi-year study of a client-based, critical service-learning project embedded in a Professional Writing course at a Jesuit Catholic university. Drawing on surveys and interviews with students across six course sections, the study explores how students perceived service learning, which aspects of the project most shaped their learning, and how the university's mission informed their understanding of service and professionalism. Findings reveal that while students often entered the course with conventional assumptions about service as charity and professionalism as formality, many came to adopt a more relational, justice-oriented view of professional communication. By engaging with real clients—many of whom face structural inequities—students encountered the human realities behind workplace writing and began to see professionalism as a flexible, context-responsive ethic grounded in care and reciprocity. This article proposes the concept of justice-oriented professionalism as a reimagined model for technical and professional communication, one aligned with critical pedagogy, social justice, and relational responsiveness.

This paper reports on a user experience (UX) study investigating how college students navigate university-sponsored online systems for sharing chosen name and pronouns. While the opportunity to share gender identity ostensibly enables inclusive and usable systems for queer students, the visibility of gender nonconformity also imposes surveillance concerns, as pronouns have become an organizing tool for governments and university boards intent on limiting diversity, equity, and inclusion initiatives. Drawing from trans and queer scholarship, this article suggests that the concept of visibility should be closely scrutinized in design settings where heightened visibility can present risks to bodily autonomy or safety.

This article examines the intersection of technical and professional communication (TPC) and open educational resources (OER) through a social justice lens, critiquing TPC's slow adoption of OER despite its transformative potential. The article highlights how OER addresses accessibility, affordability, and representation challenges in education, showcases successful OER implementations, and outlines strategies for transformative change. It argues that OER empowers educators to tackle inequities directly and calls for greater scholarly focus and adoption of OER to advance equity and inclusion within TPC.

This paper introduces the concerns of the papers in the Special Issue and examines communication as a chameleon discipline that responds and adapts to sometimes very challenging contexts. It explores the strengths and weaknesses of the diversity of approaches that exist in communication studies and shows how this diversity offers both opportunities to be resourceful and hurdles to be managed. The paper reflects on the definitional ambiguity of communication and the ways that communication is perceived and approached in different institutions globally. Its aim is to forge a way through debates about the nature of the field by paying attention to the responsiveness and adaptability of those who teach communication in the face of educational and political change.

This special issue of the Journal of Technical Writing and Communication features work from scholars and practitioners of content strategy. Content strategy is an emerging area within technical communication that boasts a variety of unique practices for publishing, editing, and delivering technical content. The work within this special issue is a testament to the complexity and diversity of this field.

In technical and professional communication, the social justice turn calls on us to interrogate sites of positionality, privilege, and power to help foreground strategies that can empower marginalized groups. I propose that mainstream media coverage of the opioid epidemic represents such a site because addiction to these drugs, which initially primarily affected White people, has been positioned as a public health issue rather than a criminal justice problem. I explore the strategies that were used to create this positioning by investigating themes in the visual rhetoric as conveyed through data visualizations and in the text of the articles in which these graphics were published. My results align with two previous studies that confirmed this public health framing. I also observed an emphasis on mortality, which contributes to our understanding of rhetorical strategies that can be used to engender support rather than condemnation for those suffering from drug addiction.

This paper suggests adding a social justice framework to the questions that Kostelnick suggests to help students investigate culture in “Seeing Difference.” Using visual rhetoric to teach technical communication is beneficial for students; however, problematic representations of culture may unintentionally appear in visual design and are easy to overlook. Using a social justice framework that promotes a contextual study of culture should allow technical communication instructors to prepare students to investigate the social and political aspects of culture. This paper, therefore, revisits “Seeing Difference” and asks that technical communication instructors guide students to research sociopolitical aspects of culture and visuals to develop designs that are interculturally appropriate.

Instruction in cartographic or map literacy in technical communication courses can support pedagogies promoting social change. Students must develop an ability to read, understand, interpret, use, and critique maps in technical communication contexts. This article argues that attention to cartographic literacy can build on existing visual literacies to promote critical understanding of how to use and create maps that engage with issues related to social change. A description of a sample assignment is included to introduce cartographic literacy in undergraduate technical communication courses. Student map examples support the conclusion that students benefit from instruction in cartographic literacy and that cartographic literacy can be an important component of technical communication pedagogies that work toward social justice.

This study analyzes the visualization of census data in the U.S. Statistical Atlases from 1874 to 1925. I examine how visual strategies were used to construct an American identity by contrasting the “native” population with the “other”—new immigrants and African Americans, which were visualized as undesirable counterparts. By defining the “other,” the Atlases created a pan ethnic identity of the “native white” population, established a racial hierarchy, and hardened the division between old and new immigrants. The study develops a rhetorical framework for understanding how data design is used to marginalize racially and ethnically minority groups.

Social justice is a framework that has been at the forefront of technical communication in recent years. While social justice is often applied in participatory studies, it can also feature in studies using quantitative methods. In this study, I use corpus-based critical discourse analysis to investigate the portrayal of migrants in the World Migration Reports, the flagship publication of the International Organization for Migration. I emphasize context to bring in the social justice framework in this analysis. This study finds that the World Migration Reports represent migrants within various topoi, with a particular focus on the topos of advantage and that of danger/threat.

Despite the recent surge in social justice and decolonial scholarship, technical and professional communication (TPC) research remains a potential site of oppression. This article is meant to be a call to action; it attempts to (re)ignite discussions about what we value and how we express what we value. It encourages the field of TPC to be more responsive to the experiences and struggles of research participants—those we engage during our knowledge production process. I explore what I call oppressive rhetoric in TPC research with a specific focus on the term subjects in institutional review board forms and in the reporting of some TPC research about research participants. I assert that in spite of our best efforts in advancing the goals of marginalized groups and despite the forward-looking trajectory of progressive research, more work needs to be done to address oppressive rhetoric in TPC scholarship.

As a discipline and a set of practices, technical communication focuses on designing technical products through the effective implementation of usability to facilitate users in performing tasks with speed, accuracy, and satisfaction. This article proposes that designers in the Global North should consider the effective localization usability implementation in their products or systems so that social justice can be promoted in the Global South’s countries that import such products from the Global North. Using a purposeful sampling research method, this article shares findings from a study, emphasizing that technical products developed through participatory localization for usability might be in a better position to be used for promoting social justice and human rights in resource-constrained settings. The article discusses the implications of the findings, suggesting that northern products should be designed according to the usability expectations of local users in the Global South so that the North–South divide can be, at least, narrowed, if not eliminated.

In the field of business and technical communication, scholars have called for research on dealing with cultural conflict for a long time. But the limited study on dealing with cultural conflicts, along with the current political context in the United States, calls for efforts to systematically address diversity issues and cultural conflict in our research and teaching practices. One obstacle to advance effective communication strategies on cultural conflict in business and technical communication is the lack of communication with other disciplines. Through an interdisciplinary perspective, the current article introduces the concept of cultural conflict, examines strategy models to address cultural conflict in different fields, and provides an example on how to identify a strategy model to resolve cultural conflict in business and technical communication practices. This article concludes by emphasizing that there is not a best model that can be applied to handle cultural conflict in all circumstances and calling for research on exploring and identifying effective strategy models to resolve cultural conflict in business and technical communication practices.

Certain aspects of social justice research tacitly work from political frameworks of “passive equality.” Passive equality can limit a technical communicator’s ability to enact social justice in terms of (a) signaling the presence of an injustice and (b) waiting for the organization, institution, or state to make the correction (e.g., liberalism’s distributive justice). By contrast, this article foregrounds the political philosophy of Jacques Rancière as a way to cultivate a practice of “active equality” that enables technical communicators to enact social justice rather than wait for institutional redistribution.

Human-centered design expands the context and reach of the work of technical communicators and provides an opportunity to investigate and advocate for the needs of vulnerable populations. This article summarizes and contributes to the conversation about social justice occurring in both technical communication and design. Using a variety of qualitative methods as a type of design ethnography, this article shares findings from a study that investigated the experiences of homeless bus riders. The study findings provide an opportunity to examine the design of information and communication technologies and changes to policies that impact vulnerable populations. The article discusses the implications of an advocacy perspective for technical communicators practicing human-centered design and their role and opportunity to bring about socially responsible design.

Human-centered design is a burgeoning field of study that has the potential to work toward actively creating more just and equitable technology design while critically interrogating the design process. To do this, human-centered design needs to consider making social justice aims a primary objective and end-goal in design. One way of integrating social justice aims into design is to employ the use of narrative inquiry. This article explores an alternative method for developing design scenarios using narrative inquiry and the feminist concepts of silence and voice as a way to promote considerations of social justice and inclusion in design. Using narrative inquiry to rethink certain aspects of the design process can help designers address issues of agency. The methodological focus of this article responds to Suchman’s call for “alternative visions” of how technology production and design can be undertaken.

This article argues for the need for a social justice approach to technical communication research and pedagogy. Given previous calls by scholars in technical and professional communication (TPC) for an attention to diversity, inclusion, and equality, the author examines the place and purpose of social justice in TPC and provides useful approaches for promoting a more genuine and critical interrogation of how work in TPC impacts the human experience.

The authors argue that technical and professional communication is currently facing an issue of incommensurability due to the diversity of the field. They call for unifying the field around its research questions to provide a common foundation for the future.

This article argues that many methodological approaches used in intercultural technical communication research are limited in addressing emerging social justice challenges in many post-colonial, developing, and unenfranchised/disenfranchised cultural sites, where professional communicators have begun conducting research. It offers decolonial approaches as an alternative by highlighting how these approaches are used in an intercultural research that investigates attempts to localize communication that accompanies sexuo-pharmaceuticals from one cultural context to another. The article also discusses some the challenges and benefits of such approaches. The ways in which scientific research is implicated in the worst excesses of colonialism remain a powerfully remembered history for many of the world's colonized peoples. It is a history that still offends the deepest sense of our humanity [1, p. 1]. Global research raises many methodological and ethical challenges for technical communicators … because of the cross-cultural, international, and transnational nature of the work [2, p. 283].

Community-based projects immerse technical writing students in intercultural communication, addressing local needs and shaping documents in human terms. Students at a South Texas university work to establish communication with clients in a city-county health department to create effective documents and disseminate family health legislation. To prepare students for interactions in multicultural settings, the teacher provides an instructional framework that highlights the concepts and values of intercultural communication and the principles for effective problem-solving. Students engaged in the Baby Moses ( el niño Moisés) project encounter misunderstandings, rhetorical challenges within the process of document creation, and cultural tensions that thwart their goal to disseminate information to the community. Students and the teacher learn that the classroom, like the city-county health department, is a fertile site for cultural disequilibrium, tensions, and potential cultural awareness. To insure a viable Technical and Professional Writing Program in a culturally diverse university and surrounding community, the teacher identifies opportunities that help students develop and enhance their identities as culturally-sensitive communicators and effective problem solvers.

This article argues that in spite of some attempts to expand the diversity of approaches in Technical Communication, the field remains rooted in an expedient, managerial, techno-rational discourse, where discourse is understood as the values that guide research, practice, and teaching. The article draws on approaches from Communication Studies, specifically discursive analysis and metaphor analysis, to ground this claim and to demonstrate what possible alternative discourses might be possible. The article then argues that moving toward an “interpretive” discourse will expand the values of Technical Communication, but in a way that both retains existing assumptions but also includes a new focus on the “complete person.” Interpretive discourse is theorized using Habermas' communicative rationality and User Experience Design and the article concludes with some implications about moving Technical Communication toward discursive diversity. Ultimately, the goal of the article is to encourage researchers, teachers, and professionals to embrace this discursive diversity that complicates our historical means-ends rationality.

This study examines the content of press releases from the National Science Foundation (NSF) Science and Technology Centers (STCs) to determine how public information officers (PIOs) presented the outcomes of centers to journalists and the public. A total of 68 press releases were analyzed for type of news covered, visibility of centers and their funding agency, extent of inter-institutional cooperation in the issuance of releases, and players covered. Three-quarters of STC releases mentioned the center, but less than half mentioned the NSF STC program and one-quarter didn't mention the center name at all. PIOs covering the STCs mainly issued research-oriented press releases accredited to their own institution. There was a low level of inter-institutional cooperation, with 13% of press releases jointly issued. Compared to research results and institutional news, which together accounted for 82% of the news events, broader activities such as knowledge transfer, diversity enhancement, and education were much less visible.

This article questions how professional communication genres already well established in print form have been changing as they are transplanted into digital media like the Web. Whereas some technology-oriented genre research has sought how a new medium provides genres with new technological features, this article argues that a more insightful approach would seek how a new medium, together with its users, provides genres with new rhetorical situations. To operationally define rhetorical situations, I adapt Lloyd Bitzer's three situational dimensions of exigence, audience, and constraints. Then, to illustrate how the new rhetorical situations of the Web can influence a genre, I explore the genre of the résumé. Drawing on a survey of 100 Web résumé authors and an analysis of their sites, I show that as each of the three dimensions of the résumé's traditional rhetorical situation has opened itself to greater diversity on the Web, the Web version of the résumé genre has correspondingly reoriented itself. Hence, genres change in response not just to the new medium's technology per se but to the new rhetorical situations that the medium hosts.

A significant problem for practitioners of technical communication is to gain the skills to compete in a global, multicultural work environment. Instructors of technical communication can provide future practitioners with the tools to compete and excel in this global environment by introducing heuristics of cultural dimensions into the service-level classroom. By practicing how to use these heuristics in “real-world” contexts, instructors can prepare students to function as both information architects and symbolic-analytic operators within this global work environment. In this article, I first examine common cultural heuristics as they pertain to business communication. Next, I articulate how technical communicators can benefit from incorporating these heuristics into the classroom. Finally, I offer a pedagogical approach to introducing heuristics of cultural dimensions into the service-level technical communication classroom.

This article investigates the status of orality in the history of technical communication. The article calls for orality as an integral part and driving force of technical writing. The article brings to light the misconceptions that have led to a diminished role of oral communication in technical writing. The article shows the implications of oral skills for improved effectiveness of technical communicators. The article outlines the challenges and promises of teaching oral communication in technical writing.

One way to resolve some of the conflict in English studies and technical communication over their diminishing cultural capital is to recognize the place of instrumental discourse in communication studies. Instrumental discourse is individually verified social agreements to coordinate and control physical actions. One purpose of literary works is to voice new concerns about social inequities. A purpose of rhetoric is to persuade others of the validity of those concerns. Instrumental discourse registers agreements about those concerns and brings them to temporary closure in laws, instructions, contracts, and constitutions. Instrumental discourse is the culmination of a process that often begins with a literary monolog, is continued in many rhetorical dialogs, and ends, for a while, in a chorus of approval. Each phase of this communication process—monolog, dialog, and chorus—has a place in English studies. If more English studies faculty would recognize the need to study the communications that promote dissensus and consensus, then they might contribute more to global discussions about social justice, cooperation, and sustainability, and they might gain more cultural capital and social influence.

In this article, I present findings from a discourse analysis of an often-overlooked genre of technical communication, regulatory writing. The study focuses on post-bellum regulations that disproportionately affected African Americans and the historical contexts in which the regulations were written. Historically, African Americans of all socioeconomic backgrounds have maintained an implicit mistrust of government regulations and the government officials who write them. The justification for this mistrust is deeply rooted in the fact that for decades regulations were not written to protect the rights of African Americans nor was their input considered in regulatory writing. In Communicating Across Cultures, Stella Ting-Toomey argues, “if conflict parties do not trust each other, they tend to move away (cognitively, affectively and physically) from each other rather than struggle side by side in negotiation” [1, p. 222]. This study reveals rhetorical strategies used in historical regulatory writing that may still impact the ethos of regulatory writers.

This article draws on the principles of linguistic theorist Mikhail Bakhtin to analyze and explain discursive diversity in organizational Web pages. Organizational Web sites must typically appeal to multiple audiences, a condition that often results in different discourses being juxtaposed within the same interface. To analyze and explain the effects of such juxtapositions, this article adapts to the Web the principles that Bakhtin developed to conceptualize discursive diversity in the novel, in particular his concept of dialogism. To illustrate their efficacy, the article applies these principles to analyze a pair of government Web sites about forests, the forest industry, and the environment. Whereas the homepages of the two sites project divergent approaches to the discourses of their diverse audiences, a dialogic analysis of the new site's deeper levels reveals how the government's discursive strategy appears to favor one audience at the expense of others. Drawing on this case study, this article discusses how an approach informed by Bakhtin's principles can illuminate our analysis of organizational Web discourse.

The purpose of this qualitative study was to describe the use of the Black communication style by African Americans in an organized environment. The research method which was used involved a multimethod approach of data collection in the field using direct observation, and obtrusive observations, as well as semi-structured interviews. This investigation has shown that although the Black employees in this organization felt, in general, as if they were changing their communication style to fit the organizational norms, they continued to rely on the cultural norms underlying the Black communication style. U.S. demographics are foretelling a future that will require innovative organizational communication strategies. According to Fine, two facts about the U.S. corporate environment which are uncovered by demographic trends are that the workforce will be comprised of a “greater diversity of gender, race, age, culture, and language” and that the demand for qualified workers will exceed the supply thereby “creating intense competition among organizations for workers” [1]. These changing demographics are not going unnoticed by the U.S. corporate leaders. Specifically, the issues of most concern to organizational executives, according to Workforce 2000, center around linguistic and cultural differences. Most organizations have no innovative strategies for meeting the demands of a diverse workforce. Traditional programs, such as day-care provisions, flexible work times, and hiring and recruiting more people of color are being implemented by corporate America in an effort to meet the demand for diversity. However, organizations are often lacking in creative programs which will provide for this emerging diverse workforce an environment that will accept and nurture their diversity. Certainly these corporate executives are receiving little in the way of guidance from organizational researchers.