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Using Learner Centered Pedagogy and Social Justice Pedagogy in Post-Secondary Technical and Professional Communication Writing Courses

Using Learner Centered Pedagogy and Social Justice Pedagogy in Post-Secondary Technical and Professional Communication Writing Courses

Kimberly C. Harper
Copyright: © 2021 |Pages: 14
ISBN13: 9781799877066|ISBN10: 179987706X|EISBN13: 9781799877509
DOI: 10.4018/978-1-7998-7706-6.ch011
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MLA

Harper, Kimberly C. "Using Learner Centered Pedagogy and Social Justice Pedagogy in Post-Secondary Technical and Professional Communication Writing Courses." Research Anthology on Instilling Social Justice in the Classroom, edited by Information Resources Management Association, IGI Global, 2021, pp. 161-174. https://doi.org/10.4018/978-1-7998-7706-6.ch011

APA

Harper, K. C. (2021). Using Learner Centered Pedagogy and Social Justice Pedagogy in Post-Secondary Technical and Professional Communication Writing Courses. In I. Management Association (Ed.), Research Anthology on Instilling Social Justice in the Classroom (pp. 161-174). IGI Global. https://doi.org/10.4018/978-1-7998-7706-6.ch011

Chicago

Harper, Kimberly C. "Using Learner Centered Pedagogy and Social Justice Pedagogy in Post-Secondary Technical and Professional Communication Writing Courses." In Research Anthology on Instilling Social Justice in the Classroom, edited by Information Resources Management Association, 161-174. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7706-6.ch011

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Abstract

This chapter discusses the author's approach to implementing social justice and learner-centered pedagogies in a course titled Technical Communication in the Age of #BlackLivesMatter. The author uses the Black Lives Matter movement as a springboard for teaching technical communication students about the responsibilities of workplace writers. Technical and Professional Communication (TPC) make use of a skills-based pedagogy and, at times, omits the importance of providing students with cultural competency skills. However, there is a shift in the field of TPC as some scholars are advocating for the inclusion of topics such as race, culture, gender, and class in pedagogical discussions. Discussed in this chapter are the theories behind the author's pedagogical choices when creating the described course, the student assignments, and the challenges encountered while teaching the course.

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