Sarah Beth Hopton
4 articles-
Critical Approaches to Climate Justice, Technology, and Technical Communication Special Issue Introduction ↗
Abstract
This special issue amplifies the contributions of technical communicators working on climate justice initiatives across the Majority World. By Majority World, we refer not to a specific geography but to the conditions in which most of humanity lives: lacking economic, social, and/or political agency, and absent adequate institutional access to critical infrastructures. The articles in this issue make explicit the need for TPC scholars to rethink, update, and engage in spaces of environmental injustice.
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Abstract
Dear Reader, You've probably heard the story of the city of pigs before, that lovely allegory in Book II of the Republic , where Socrates attempts to prove that justice is not only desirable, but belongs to the highest class of desirable things: those desired for their own sake and consequence. But this is an important story to retell, as it frames the consequence of the scholarship contained in this issue on environmental justice and technical communication in a way that perhaps few other stories can.
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One Word of Heart is Worth Three of Talent: Professional Communication Strategies in a Vietnamese Nonprofit Organization ↗
Abstract
This article reports findings from a month-long research project in Vietnam working with the Vietnam Association for Victims of Agent Orange (VAVA). The authors found that VAVA did not always abide Western prescriptions for “good” technical and scientific communication yet were extremely effective technical communicators among victims and families. This article reports findings that call for an expanded definition of what it means to practice good technical communication, especially in understudied cultural contexts.
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Abstract
This multivocal webtext details one graduate class’s experiences creating Gregory L. Ulmer’s "mystory" projects fromInternet Invention(2003). As a result of their experiences, the authors find the mystory genre reveals to us the ways in which different discursive networks influence what we do, and do not, see both inside and outside the classroom.