Abstract

Scholars in professional communication have called for a reexamination of pedagogy, asking that it instruct students not simply in the forms of workplace discourse but also in the connections between that discourse and socially responsible communicative action. This article posits that narrative can provide a basis for a pedagogy of social action—for a pedagogy, that is, that enables students to understand the workings of power and cultural reproduction in professional settings and that fosters reflection, critique, and dialogue. The article first reviews narrative theory supporting this claim, then discusses ways that teachers can use narrative to help students critique examples of professional discourse and their own composing choices. The article closes by discussing both the concerns about and the possibilities for such a pedagogy.

Journal
Journal of Business and Technical Communication
Published
1995-07-01
DOI
10.1177/1050651995009003002
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Citation Context

Cited by in this index (5)

  1. Journal of Technical Writing and Communication
  2. Communication Design Quarterly
  3. Business and Professional Communication Quarterly
  4. Journal of Technical Writing and Communication
  5. Technical Communication Quarterly

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