Pedagogy and Social Action

Journal of Business and Technical Communication Jul 1995

NANCY ROUNDY BLYLER

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
Open Access: Closed
Topics: professional writing multilingual writers

Citation Context

Cited by in this index (3)

Small (2017)

(Re)Kindle

Journal of Technical Writing and Communication
Henson (1996)

Why and How to Advance Technical Copywriting

Journal of Technical Writing and Communication
Blyler (1995)

Research as ideology in professional communication

Technical Communication Quarterly

Cites in this index (4)

Blyler (1994)

Habermas, empowerment, and professional discourse

Technical Communication Quarterly
Berlin (1992)

Poststructuralism, cultural studies, and the composition classroom: Postmodern …

Rhetoric Review
Blyler (1992)

Narration and knowledge in direct solicitations

Technical Communication Quarterly
BRODKEY (1987)

Writing Ethnographic Narratives

Written Communication

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