Abstract

Through an auto-ethnographic critical reflection methodology, this article describes our attempts to use course documents as tactical tools of resistance within undergraduate professional writing courses. Using introspection to examine how our positionalities and values shape the choices we make when constructing course documents, we advocate for scholars and practitioners of rhetoric and technical communication to engage in a sustained practice of critical reflection as part of developing inclusive and equitable pedagogy and classroom coalition building.

Journal
Technical Communication Quarterly
Published
2024-07-02
DOI
10.1080/10572252.2024.2340442
Open Access
Closed
Topics

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Cites in this index (12)

  1. Technical Communication Quarterly
  2. Technical Communication Quarterly
  3. Journal of Business and Technical Communication
  4. Technical Communication Quarterly
  5. Technical Communication Quarterly
Show all 12 →
  1. Technical Communication Quarterly
  2. Computers and Composition
  3. Journal of Business and Technical Communication
  4. Technical Communication Quarterly
  5. Journal of Technical Writing and Communication
  6. Journal of Business and Technical Communication
  7. Technical Communication Quarterly
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