Teaching Participative Justice in Professional Writing

Yanar Hashlamon The Ohio State University ; Christa Teston The Ohio State University

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.

Journal
Technical Communication Quarterly
Published
2022-04-03
DOI
10.1080/10572252.2021.2000031
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Cited by in this index (2)

  1. Computers and Composition
  2. Technical Communication Quarterly

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