Technical Communication Quarterly Nov 2025 Open Access

Situating Social Justice Pedagogy: A Collective Case Study of TPC Instructors

Elisabeth Kramer-Simpson New Mexico Institute of Mining and Technology

Abstract

Cross-institutional research of pedagogy in the technical and professional communication classroom is needed to understand social justice teaching across multiple contexts. This collective case study discusses social justice-focused assignments given by eight instructors at different institutions. Results show that institutions with more diverse populations may have advantages in making social justice power differentials salient. Further, teacher positionality impacts the degree of social justice content incorporated.

Journal
Technical Communication Quarterly
Published
2025-11-04
DOI
10.1080/10572252.2025.2582512
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Topics
writing pedagogy teacher development professional writing qualitative research race and writing
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