Bibliographic Details
| Title: |
Situating Social Justice Pedagogy: A Collective Case Study of TPC Instructors. |
| Authors: |
Kramer-Simpson, Elisabeth1 (AUTHOR) Elisabeth.Kramer-Simpson@nmt.edu |
| Source: |
Technical Communication Quarterly. Nov2025, p1-15. 15p. |
| Subject Terms: |
*DIVERSITY in the workplace, SOCIAL justice, STUDENT assignments, CURRICULUM planning, CONTEXTUAL learning, COMMUNICATION strategies, CASE method (Teaching) |
| Abstract: |
Cross-institutional research of pedagogy in the technical and professional communication classroom is needed to understand social justice teaching across multiple contexts. This collective case study discusses social justice-focused assignments given by eight instructors at different institutions. Results show that institutions with more diverse populations may have advantages in making social justice power differentials salient. Further, teacher positionality impacts the degree of social justice content incorporated. [ABSTRACT FROM AUTHOR] |
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