This article explores the challenge of implementing diversity, equity, and inclusion literacies in popular buyer persona platforms such as HubSpot and FlowMapp. Drawing on a practitioner interview with a public relations and marketing director, Dr. Danielle Feldman Karr, this article contextualizes Feldman Karr's efforts to revise her design team's internal buyer persona construction process to better engage DEI issues. This article considers the successes and challenges of applying an ethics of care informed by Graham's Black feminist ethics in order to analyze how designers think about "the good life" (flourishing) in persona redesign.

This article explores the challenge of implementing diversity, equity, and inclusion literacies in popular buyer persona platforms such as HubSpot and FlowMapp. Drawing on a practitioner interview with a public relations and marketing director, Dr. Danielle Feldman Karr, this article contextualizes Feldman Karr's efforts to revise her design team's internal buyer persona construction process to better engage DEI issues. This article considers the successes and challenges of applying an ethics of care informed by Graham's Black feminist ethics in order to analyze how designers think about "the good life" (flourishing) in persona redesign.

We analyze diversity, equity, and inclusion (DEI) reports from the top 20 Fortune 500 companies to particularly examine how these companies use visual design and representation to present an aspirational future that valorizes their current DEI efforts. We contend that if large corporations have the ability to affect outcomes among employees, stakeholders, and citizens, then educators have an obligation to prepare students to be well positioned to make change and to participate in conversations about change.

This article explores the ethical complexity of inclusion, exclusion, and protection in TPC, drawing upon a historical technical document, The Green Book, which helped Black American travelers in the 1930-60s locate safe leisure spaces in a segregated society. We examine The Green Book through the antiracist thinker Kendi to understand some of the ethical limits of the binary of inclusion/exclusion and identify necessary forms of protection for historically- and multiply-marginalized groups.

Presents papers from the International Professional Communication Conference that was held in Limerick, Ireland, 17–20 July 2022. The conferences solicited practical ideas for redressing specific manifestations of injustice rather than theorize or deliberate about the nature of social justice.

Background: This article reports on survey-based research of technical and professional communication (TPC) teachers and administrators, illustrating how these participants implement social justice and intercultural communication pedagogies in service learning (SL). Literature review: We situate this research in relation to existing scholarship about SL in TPC, SL and social justice, and SL as it intersects with intercultural communication. Research question: How do technical and professional communication teachers and administrators across the US infuse their SL pedagogies with social justice and intercultural communication theories in practice? Research methodology: Using purposive sampling, we surveyed 55 TPC teachers and administrators about their experiences with and attitudes toward social justice and intercultural communication in SL. Results/discussion: We identify what courses are reported as sites of SL projects as well as participants’ self-reported perceptions about social justice in SL. In addition, we outline four themes related to the application of social justice and intercultural communication theories to SL: activities, constraints, points of resistance, and goals and outcomes. Conclusion: We conclude with recommendations for TPC administrators and programs, and by briefly discussing implications for TPC practitioners and future directions for research.

This article interrogates the complexities of immigration encountered by international scholars working in higher education. Drawing on life history and lived experience, the article examines issues of marginalization, inequality, and discrimination. It draws from Black Feminist Care ethics to channel ideas for how to build resilience in the face of unrelenting restrictive policies that shape the daily lives of international scholars in the academy and jeopardizes their ability to succeed.

As technical genres continue to grow and morph in promising new directions, we attempt an analysis of what are typically viewed as mundane genres. We use the term gray genres, which we find useful for interrogating texts that tend to fall in categories that tend toward a blandness that is invariably difficult to quantify. We use hedonism, along with a historical accounting for this value from its classical rhetorical lineage and run it up to contemporary applications. We posit that playful stylistic choices---while typically discouraged in more technical spaces---actually improves the rhetorical canon of delivery for informative documents. We close with case studies that offer close readings of a few attempts at employing hedonistic tactics within typical gray genres.

Presents the introductory editorial for this issue of the publication.

This paper studies the language of job descriptions in rhetoric and technical and professional communication to explore how this language might be exclusionary of international scholars. Through critical discourse analysis, we reviewed current U.S. labor and immigration laws and contrasted those laws with the language of hiring documents. We found that hiring documents do not always align with U.S. labor and immigration laws and consequently hinder the hiring prospects of international scholars.

This article examines a targeted drought awareness campaign by the city of Cape Town in South Africa to prevent a looming water crisis dubbed Day Zero. Using rhetorical criticism and commonplaces, the article analyzes the design and (rhetorical)circulation of artifacts that heightened public awareness of the crisis, helped shape the public mindset, and galvanized collective action to prevent Day Zero. For one city in Africa to avert a water crisis through a rhetorically orchestrated set of technological, scientific, and civic interventions is significant for (among others) technical communicators who need to know not simply that it was done, but how rhetoric helped avert Day Zero.

Upon declaring COVID-19 a global pandemic, the World Health Organization (WHO) orchestrated a global risk-communication outreach. The WHO’s objective was to persuade the public to upend and alter their lives so as to contain the disease and minimize its spread and infection. The WHO found a simple and efficient medium to communicate glocally through the social media application WhatsApp, through which individuals could access information without gatekeeping by governments and local agencies.

Circulation is about flow, movement, dissemination. It averts the gaze from the physical (as in books, magazines) to the intangible (as in algorithms). Laurie E. Gries credits circulation with deve...

Skinner, K., & Merholz, P. (2016). Org Design for Design Orgs: Building and Managing In-House Design Teams. O'Reilly Media. In Org Design for Design Orgs: Building and Managing In-House Design Teams , Kristin Skinner and Peter Merholz lay out a practical guide for "creating and leading design teams" within the context of design as "part of strategic planning" (Appendix B). A practical guide, the book is divided into ten chapters, each dealing with a component of working with design teams. The book aims to bridge the gap left out by texts that focus on methods, tools, and outcomes, but leave out the practical elements of setting up design teams. It shows how design teams can operate with a design culture that successfully interacts with other departments within an organization in the digital and connected age.

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Teaching problem:</b> The comparative/contrastive approach to teaching intercultural communication is based on the premise that global rhetorical practices are not mere indicators of the cultural proclivities of a people, but are also a framework for developing a working knowledge about how members of a culture communicate. However, this approach predisposes learners to contrasting those cultures against their own and reinforces their preconceptions about national cultural characteristics. Augmenting that approach with transliteracies—emphasizing the benefits of knowledge sourcing not limited to scholarly/academic sources—offers a multidimensional perspective to intercultural communication. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research question:</b> How can transliteracy inquiry be applied in teaching and learning global rhetorics? <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Situating the case: </b> The approaches described here draw on the work of literacy researchers who delineate ways in which transliteracy broadens the scope of learning materials, including texts that are cultural and social (as opposed to linguistic) and that can be studied for what they convey about those cultures. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">How the case was studied:</b> This paper describes the experience of using transliteracies to teach intercultural professional communication. The material was collected informally over the course of two years of teaching the course through observation, student completed research reports, and reflections. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">About the case:</b> The shortcomings of contrastive and comparative rhetoric pedagogy in intercultural communication may be due in part to instructional materials selection and prioritization of what teachers deem to be scholarly. Reasoning that the basic architecture of a global rhetorics lies in its surrounding culture, artifacts, and communication systems, I designed an assignment that required students to describe how one culture's heritage, history, governmental systems, and value systems contribute to the development of persuasion and uses of rhetoric. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Results:</b> Transliteracies opened up spaces that allowed students to gain an in-depth understanding of others’ rhetorical practices without contrasting them against their own and by approaching them as ethnographic objects of study. Students engaged the object of their scholarship more expansively. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Conclusions:</b> Transliteracies in intercultural professional communication served to move students toward a more immersive and empathetic understanding of referent cultures, a stance that enriches professional communication. Students displayed a more altruistic value system in representing their objects of study and were careful to recognize that their work might be accessed by a wider audience. Transliteracies offer a practical toolkit for comprehending and fashioning understandable and compelling arguments about other cultures.

Tactical technical communication research suggests its application to social justice. However, beyond a general advocacy of anti-institutional activity, de Certeau’s notion of tactics provides no detailed ethical framework for ethically justifying tactics. In acknowledgement of this gap, this article foregrounds the ethical thought of feminist philosopher Adriana Cavarero, particularly her concept of vulnerability, as a supplement for those employing tactics for social justice causes. The authors examine the technical documents produced by the hacktivist collective Anonymous.

This article is based on the idea that there is latent storytelling already in proposals. It explores the various ways in which storytelling functions as a pedagogical model of teaching the writing of proposals in business and technical writing courses. The central premise is that stories, like proposals, are forms of discourse that place events sequentially from beginning to end with meaningful and graspable connections in between. Stories take (identified) audiences into account by being selective of events that are carefully rearranged and described through composites of scenarios and characters. This article explores those storytelling patterns in theory and in practice. It aims to enhance the perspective of teaching proposal writing by calling attention to a seemingly inconsequential or unrelated notion – storytelling.