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Key theoretical frameworks for: teaching technical communication in the 21st century

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dc.contributor.authorHaas, Angela M., editor
dc.contributor.authorEble, Michelle F., editor
dc.contributor.authorUtah State University Press, publisher
dc.date.accessioned2018-12-11T21:36:22Z
dc.date.available2018-12-11T21:36:22Z
dc.date.issued2018
dc.description.abstractDrawing on cultural studies scholarship and social justice strategies authors explore new curricular and pedagogical approaches to technical communication. Shows teachers how to train students to identify and assess issues of social justice and globalization. Explains theory, contextualizes approach in related literature, and offers a teaching application.--Provided by publisher.
dc.description.tableofcontentsApparent feminism and risk communication: hazard, outrage, environment, and embodiment / Erin A. Frost -- Validating the consequences of a social justice pedagogy: explicit values in course-based grading contracts / Cruz Medina and Kenny Walker -- The university required accommodations statement: what "accommodation" teaches technical communication students and educators / Barbi Smyser-Fauble -- Spatial orientations: cultivating critical spatial perspectives in technical communication pedagogy / Elise Verzosa Hurley -- Indigenous contexts, new questions: integrating human rights perspectives in technical communication / Godwin Agboka -- An environmental justice paradigm for technical communication / Donnie Johnson Sackey -- Stayin' on our grind: what hiphop pedagogies offer to technical writing / Marcos del Hierro -- Black feminist epistemology as a framework for community-based teaching / Kristen Moore -- Advocacy engagement, medical rhetoric and expediency: teaching technical communication in the age of altruism / Marie Moeller -- Using narratives to foster critical thinking about diversity and social justice / Natasha Jonas and Rebecca Walton -- Race and the workplace: toward a critically conscious pedagogy / Jessica Edwards -- Shifting grounds as the new status quo: examining queer theoretical approaches to diversity and taxonomy in the technical communication classroom / Matthew Cox.
dc.format.mediumborn digital
dc.format.mediumbooks
dc.identifier.urihttps://hdl.handle.net/10217/193044
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartofUtah State University Press
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.rightsAll rights reserved. User is responsible for compliance. Please contact University Press of Colorado at https://upcolorado.com/our-books/rights-and-permissions for use information.
dc.rights.accessAccess is limited to the Adams State University, Colorado School of Mines, Colorado State University, Colorado State University Pueblo, Fort Lewis College, Metropolitan State University of Denver, University of Alaska Fairbanks, University of Colorado Boulder, University of Colorado Colorado Springs, University of Colorado Denver, University of Denver, University of Northern Colorado, University of Wyoming, Utah State University, and Western Colorado University members only.
dc.subjectCommunication of technical information -- Study and teaching (Higher)
dc.subjectTechnical writing -- Study and teaching (Higher)
dc.subjectCommunication of technical information -- Moral and ethical aspects
dc.subjectTechnical writing -- Moral and ethical aspects
dc.titleKey theoretical frameworks for: teaching technical communication in the 21st century
dc.typeText

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