Revisiting SL in TPC Through Social Justice and Intercultural Frameworks: Findings From Survey Research
| Author(s) | Baniya, Sweta | |
| Author(s) | Edwards, Jessica | |
| Author(s) | Sano-Franchini, Jennifer | |
| Author(s) | Walwema, Josephine | |
| Date Accessioned | 2022-07-21T13:19:10Z | |
| Date Available | 2022-07-21T13:19:10Z | |
| Publication Date | 2022-06-28 | |
| Description | © 2022 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works. This article was originally published in IEEE Transactions on Professional Communication. The version of record is available at: https://doi.org/10.1109/TPC.2022.3177083 | en_US |
| Abstract | 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. | en_US |
| Sponsor | The research study described in this article was funded by a 2020 Council for Programs in Technical and Scientific Communication (CPTSC) Research Grant. This work was supported by the Council for Programs in Technical and Scientific Communication research under Grant (2020). The authors thank the CPTSC for their generous support. | en_US |
| Citation | S. Baniya, J. Edwards, J. Sano-Franchini and J. Walwema, "Revisiting SL in TPC Through Social Justice and Intercultural Frameworks: Findings From Survey Research," in IEEE Transactions on Professional Communication, 2022, doi: 10.1109/TPC.2022.3177083. | en_US |
| ISSN | 1558-1500 | |
| URL | https://udspace.udel.edu/handle/19716/31132 | |
| Language | en_US | en_US |
| Publisher | IEEE Transactions on Professional Communication | en_US |
| Keywords | community | en_US |
| Keywords | intercultural technical communication | en_US |
| Keywords | pedagogy | en_US |
| Keywords | service learning (SL) | en_US |
| Keywords | social justice | en_US |
| Title | Revisiting SL in TPC Through Social Justice and Intercultural Frameworks: Findings From Survey Research | en_US |
| Type | Article | en_US |
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