Introduction to Special Issue: Black Technical and Professional Communication

Mckoy, Temptaous; Shelton, Cecilia D.; Sackey, Donnie Johnson; Jones, Natasha N.; Haywood, Constance; Wourman, Ja’La; Harper, Kimberly C.

doi:10.1080/10572252.2022.2077455

Cited by 9 publications

(3 citation statements)

References 8 publications

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“…Recent TPC scholarship on ethics and social justice focuses on listening to and collaborating with those from multiply marginalized and oppressed group identities and positionalities in pursuit of reform (Jones et al, 2016; Jones & Walton, 2018; Mckoy et al, 2020; Shelton, 2020; Walton et al, 2019). These studies both analyze the intersectional ways that systems suppress, oppress, and cut out certain individuals and propose practical ways to engage those systems both collectively and individually (Collins, 2019).…”

Section: Normative Ethics In Tpcmentioning

confidence: 99%

Everyday Ethics at the Border: Normative Ethics for the 21st Century

Pihlaja

2022

Journal of Business and Technical Communication

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This study uses examples from a case of everyday technical and professional communication (TPC) at a small multinational company on the Mexico–U.S. border to illustrate how coordinating analytical frameworks commonly used in TPC analyses—activity theory (AT) and actor-network theory (ANT)—can help TPC scholars and practitioners negotiate interpreting others’ asynchronous communication fairly and justly, even in complex, intercultural contexts. The examples illustrate why developing normative ethics for the 21st century requires attention to the ways that goal-oriented activity and the flat, networked interaction of the human, nonhuman, and black-boxed forces intersect in everyday TPC practitioners’ lives and work.

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Section: Normative Ethics In Tpcmentioning

confidence: 99%

Everyday Ethics at the Border: Normative Ethics for the 21st Century

Pihlaja

2022

Journal of Business and Technical Communication

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“…This conceptualization of the interface as neutral reinforces the warning from Selfe and Selfe (1994) that when technology is considered neutral, its normalizing power is strengthened. Taking this idea further, Mckoy et al (2020) asks us to think about interface and design through a race-conscious lens to identify if and how racism is encoded into the technology through a myth of neutrality that often privileges whiteness.…”

Section: Introductionmentioning

confidence: 99%

“…Thus, drawing inspiration from scholars that ask us to challenge the perceived neutrality of technology (DePew & Lettner-Rust, 2009;Mckoy et al, 2020;Selfe & Selfe, 1994;Witte, 2018), I designed this assignment because I believe that FYW courses should create the spaces for students to study the effects of the LMS with which they interact. Moreover, this assignment supported students in achieving course learning outcomes related to studying rhetorical, ethical, and methodological conventions and locating, analyzing, and synthesizing information to produce works in a variety of genres.…”

Section: Introductionmentioning

confidence: 99%

Studying the Rhetoric of the LMS in the Online Composition Classroom

Arzu-Carmichael

2022

Prompt

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Learning management systems (LMSs) are a common software many higher education institutions rely on to facilitate online, hybrid, and web-enhanced courses. However, while our students use the LMS for online learning, less often do they study the LMS as a cultural artifact that shapes how learning happens. This assignment prepares first-year writing students to disrupt the perceived neutrality of LMSs. Students study the LMS and grapple with issues related to technology, power dynamics, audience, and purpose that are foundational to their reading and writing of other texts. Before engaging in this project, students practice conducting rhetorical analysis and inquiry research that prepare them for the kinds of thinking and questioning required for the final LMS project. The final project for the course is a three-part LMS project that culminates in a digital presentation.

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Understanding social justice features in statistics writing

Oliveri¹,

Randall

Beck³

et al. 2023

Corpora and Rhetorically Informed Text Analysis

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In this chapter, we present a DocuScope case study of undergraduate writing in two statistics courses, with special attention to language use viewed through a social justice lens. Our analysis reveals how language clusters can help us understand the presence of academic terms, metadiscourse, and reasoning patterns, across both courses and how these can be used to leverage critical analysis. Based on our case study, we propose that a social justice framework for language analysis holds the potential to reformulate the rhetorical approach offered by DocuScope in ways that can encourage fair and equitable language use.

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Introduction to Special Issue: Black Technical and Professional Communication

Cited by 9 publications

References 8 publications

Everyday Ethics at the Border: Normative Ethics for the 21st Century

Everyday Ethics at the Border: Normative Ethics for the 21st Century

Studying the Rhetoric of the LMS in the Online Composition Classroom

Understanding social justice features in statistics writing

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