IEEE Transactions on Professional Communication Sep 2022

Revisiting SL in TPC Through Social Justice and Intercultural Frameworks: Findings From Survey Research

Sweta Baniya Virginia Tech ; Jessica Edwards University of Delaware ; Jennifer Sano-Franchini West Virginia University ; Josephine Walwema University of Washington

Abstract

Background: This article reports on survey-based research of technical and professional communication (TPC) teachers and administrators, illustrating how these participants implement social justice and intercultural communication pedagogies in service learning (SL). Literature review: We situate this research in relation to existing scholarship about SL in TPC, SL and social justice, and SL as it intersects with intercultural communication. Research question: How do technical and professional communication teachers and administrators across the US infuse their SL pedagogies with social justice and intercultural communication theories in practice? Research methodology: Using purposive sampling, we surveyed 55 TPC teachers and administrators about their experiences with and attitudes toward social justice and intercultural communication in SL. Results/discussion: We identify what courses are reported as sites of SL projects as well as participants’ self-reported perceptions about social justice in SL. In addition, we outline four themes related to the application of social justice and intercultural communication theories to SL: activities, constraints, points of resistance, and goals and outcomes. Conclusion: We conclude with recommendations for TPC administrators and programs, and by briefly discussing implications for TPC practitioners and future directions for research.

Journal
IEEE Transactions on Professional Communication
Published
2022-09-01
DOI
10.1109/tpc.2022.3177083
CompPile
Open Access
Closed
Topics
service learning professional writing empirical research race and writing
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Citation Context

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