Drawing on social justice methodologies and cultural studies scholarship, Key Theoretical Frameworks for Teaching Technical Communication in the Twenty-First Century offers new curricular and pedagogical approaches to teaching technical communication. Including original essays by emerging and established scholars, the volume educates students, teachers, and practitioners on identifying and assessing issues of social justice and globalization. The collection provides a valuable resource for teachers new to translating social justice theories to the classroom by presenting concrete examples related to technical communication. Each contribution adopts a particular theoretical approach, explains the theory, situates it within disciplinary scholarship, contextualizes the approach from the author’s experience, and offers additional teaching applications. The first volume of its kind, Key Theoretical Frameworks for Teaching Technical Communication in the Twenty-First Century links the theoretical with the pedagogical in order to articulate, use, and assess social justice frameworks for designing and teaching courses in technical communication. Contributors: Godwin Y. Agboka, Matthew Cox, Marcos Del Hierro, Jessica Edwards, Erin A. Frost, Elise Verzosa Hurley, Natasha N. Jones, Cruz Medina, Marie E. Moeller, Kristen R. Moore, Donnie Johnson Sackey, Gerald Savage, J. Blake Scott, Barbi Smyser-Fauble, Kenneth Walker, Rebecca Walton

This book simultaneously provides multiple analyses of critical pedagogy in the twenty-first century while showcasing the scholarship of this new generation of critical scholar-educators. Needless to say, the writers herein represent just a small subset of a much larger movement for critical transformation and a more humane, less Eurocentric, less paternalistic, less homophobic, less patriarchical, less exploitative, and less violent world. This volume highlights the finding that rigorous critical pedagogical approaches to education, while still marginalized in many contexts, are being used in increasingly more classrooms for the benefit of student learning, contributing, however indirectly, to the larger struggle against the barbarism of industrial, neoliberal, militarized destructiveness. The challenge for critical pedagogy in the twenty-first century, from this point of view, includes contributing to the manifestation of a truly global critical pedagogy that is epistemologically democratic and against human suffering and capitalist exploitation. These rigorous, democratic, critical standards for measuring the value of our scholarship, including this volume of essays, should be the same that we use to critique and transform the larger society in which we live and work.

The issue of social justice has been brought to the forefront of society within recent years, and educational institutions have become an integral part of this critical conversation. Classroom settings are expected to take part in the promotion of inclusive practices and the development of culturally proficient environments that provide equal and effective education for all students regardless of race, gender, socio-economic status, and disability, as well as from all walks of life. The scope of these practices finds itself rooted in curriculum, teacher preparation, teaching practices, and pedagogy in all educational environments. Diversity within school administrations, teachers, and students has led to the need for socially just practices to become the norm for the progression and advancement of education worldwide. In a modern society that is fighting for the equal treatment of all individuals, the classroom must be a topic of discussion as it stands as a root of the problem and can be a major step in the right direction moving forward. Research Anthology on Instilling Social Justice in the Classroom is a comprehensive reference source that provides an overview of social justice and its role in education ranging from concepts and theories for inclusivity, tools, and technologies for teaching diverse students, and the implications of having culturally competent and diverse classrooms. The chapters dive deeper into the curriculum choices, teaching theories, and student experience as teachers strive to instill social justice learning methods within their classrooms. These topics span a wide range of subjects from STEM to language arts, and within all types of climates: PK-12, higher education, online or in-person instruction, and classrooms across the globe. This book is ideal for in-service and preservice teachers, administrators, social justice researchers, practitioners, stakeholders, researchers, academicians, and students interested in how social justice is currently being implemented in all aspects of education.

This book explores how the concepts of social justice, diversity, equity and inclusion can be understood within the context of higher education. While terms such as these are often in common use in universities, they are not always used with clarity and precision. The editors and contributors offer a serious and detailed examination of pressing contemporary concerns around ‘social justice’ across politics, practice and pedagogy in order to encourage hard thinking and practical agenda setting for social-justice oriented research, teaching and community engagement. Drawing upon new theoretical work, research projects and innovative university teaching, this book offers both useful theoretical insights and practical possibilities for action. This collective and collaborative volume will be of interest and value to all those interested in promoting social justice, in particular how it can be promoted within the university setting.

This encyclopaedia is a dynamic reference and study place for students, teachers, researchers and professionals in the field of education, philosophy and social sciences, offering both short and long entries on topics of theoretical and practical interest in educational theory and philosophy by authoritative world scholars representing the full ambit of education as a rapidly expanding global field of knowledge and expertise. This is an encyclopaedia that is truly global and while focused mainly on the Western tradition is also respectful and representative of other knowledge traditions. It professes to understand the globalization of knowledge. It is unique in the sense that it is based on theoretical orientations and approaches to the main concepts and theories in education, drawing on the range of disciplines in the social sciences. The encyclopaedia privileges the "theory of practice", recognizing that education as a discipline and activity is mainly a set of professional practices that inherently involves questions of power and expertise for the transmission, socialization and critical debate of competing norms and values.

Challenging the current understandings of equity and social justice in the field of online education, The Hidden Curriculum of Online Learning analyses how cultural hegemony creates unfair learning experiences through cultural differences. It argues that such inequitable learning experiences are not random acts but rather represent the existing inequities in society at large through cultural reproduction. Based on an ethnographic work, the book discusses the concept of social absence (in relation to social presence) to discuss how individuals perform their identities within group contexts and to create awareness of social justice issues in online education. It draws upon critical pedagogy and cultural studies to show that while online learning spaces are frequently promoted by local or federal governments and higher education institutions as overwhelmingly inclusive and democratic, these premises do not operate with uniformity across all student cohorts. The Hidden Curriculum of Online Learning It will be of great interest to academics, post-graduate students, and researchers in the fields of digital learning and inclusion, education research, and cultural studies.

Bringing together theory, research, and practice to dismantle Anti-Black Linguistic Racism and white linguistic supremacy, this book provides ethnographic snapshots of how Black students navigate and negotiate their linguistic and racial identities across multiple contexts. By highlighting the counterstories of Black students, Baker-Bell demonstrates how traditional approaches to language education do not account for the emotional harm, internalized linguistic racism, or consequences these approaches have on Black students' sense of self and identity. This book presents Anti-Black Linguistic Racism as a framework that explicitly names and richly captures the linguistic violence, persecution, dehumanization, and marginalization Black Language-speakers endure when using their language in schools and in everyday life. To move toward Black linguistic liberation, Baker-Bell introduces a new way forward through Antiracist Black Language Pedagogy, a pedagogical approach that intentionally and unapologetically centers the linguistic, cultural, racial, intellectual, and self-confidence needs of Black students. This volume captures what Antiracist Black Language Pedagogy looks like in classrooms while simultaneously illustrating how theory, research, and practice can operate in tandem in pursuit of linguistic and racial justice. A crucial resource for educators, researchers, professors, and graduate students in language and literacy education, writing studies, sociology of education, sociolinguistics, and critical pedagogy, this book features a range of multimodal examples and practices through instructional maps, charts, artwork, and stories that reflect the urgent need for antiracist language pedagogies in our current social and political climate.

The intercultural communication classroom can be an emotionally and intellectually heavy place for many students and teachers. Sensitive topics arise and students must face complex issues with intellectual curiosity and collegial respect. To navigate the precarious waters of intercultural communications, teachers need an intentional approach to foster meaningful discussion and learning. This pedagogical guide presents conceptual overviews, student activities, and problem-solving strategies for teaching intercultural communication. The authors navigate eight categories of potential conflict, including: communicating power and privilege, community engagement in social justice, and assessing intercultural pedagogies for social justice. In addition to empirical studies and the authors’ own classroom experiences, the book features the personal narratives of junior and senior intercultural communication teacher-scholars whose journeys will encourage and instruct readers towards more fulfilling teaching experiences.

At its core, the main goal of critical pedagogy is deceptively simple—to construct schools and education as agents of change. While noble and ambitious, it is not always realistic in a climate of increased commodification, privatization of schooling, and canned curriculum. By assuming rather than articulating its own possibilities, critical pedagogy literature itself is often its own worst enemy in its call for transformation. With such challenges from both within and without, is the idea of liberatory pedagogy for social change out of reach or can critical educators really achieve the rather high call for social change? What alternative visions of schooling does critical pedagogy truly offer against the mainstream pedagogy? In short, what are the political projects of critical pedagogy? This powerful and accessible text breaks with tradition by teasing out mere assumptions, and provides a concrete illustration and critique of today’s critical pedagogy. Veteran teacher educator Seehwa Cho begins the book with an engaging overview of the history of critical pedagogy and a clear, concise breakdown of key concepts and terms. Not content to hide behind rhetoric, Cho forces herself and the reader to question the most basic assumptions of critical pedagogy, such as what a vision of social change really means. After a thoughtful and pithy analysis of the politics, possibilities and agendas of mainstream critical pedagogy, Cho takes the provocative step of arguing that these dominant discourses are ultimately what stifle the possibility for true social change. Without focusing on micro-level approaches to alternatives, Cho concludes by laying out some basic principles and future directions for critical pedagogy. Both accessible and provocative, Critical Pedagogy and Social Change is a significant contribution to the debates over critical pedagogy and a fresh, much-needed examination of teaching and learning for social justice in the classroom and community beyond.