Teaching Participative Justice in Professional Writing. Issue 2 (3rd April 2022)

• Record Type: Journal Article
• Authors: Hashlamon, Yanar; Teston, Christa
• Is Part Of: Technical communication quarterly. Volume 31:Issue 2(2022)
• Page Start: 159
• Page End: 174
• Publication Date: 2022-04-03
• Subjects: Capitalism -- community partners -- grounded theory -- hyperpragmatism -- market logics -- participative justice; Technical writing -- Periodicals; Technical writing -- Study and teaching -- Periodicals; 808.0666
• DOI: 10.1080/10572252.2021.2000031
• Languages: English
• ISSNs: 1057-2252

Abstract

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.