First Published in 2017. This book examines Texas regulations dating as far back as the Texas Black Codes of 1866 to contemporary Texas Child Care Licensing regulations. It presents case studies that test contemporary African American perceptions of various styles of regulatory writing.

The purpose of this book is to move our field's discussion beyond issues of diversity in the practice of technical communication, which is certainly important, to include discussions of how race and ethnicity inform the production and distribution of technical communication in the United States. Equally important, this book is an attempt to uncover those communicative practices used to adversely affect historically marginalized groups and identify new practices that can be used to encourage cultural competence within institutions and communities. This book, like our field, is an interdisciplinary effort. While all authors have taught or practiced technical communication, their backgrounds include studies in technical communication, rhetoric and composition, creative writing, and higher education. For the sake of clarity, the book is organized into five sections: historical representations of race and ethnicity in health and science communication; social justice and activism in technical communication; considerations of race and ethnicity in social media; users' right to their own language; and communicating identity across borders, cultures, and disciplines.

Drawing on social justice methodologies and cultural studies scholarship, Key Theoretical Frameworks 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 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

Composition and Rhetoric in Contentious Times poses critical questions of representation, accessibility, social justice, affect, and labor to better understand the entwined future of composition and rhetoric. This collection of essays offers innovative approaches for socially attuned learning and best practices to support administrators and instructors. In doing so, these essays guide educators in empowering students to write effectively and prepare for their role as global citizens. Editors Rachel McCabe and Jennifer Juszkiewicz consider how educators can respond to multiple current crises relating to composition and rhetoric with generosity and cautious optimism; in the process, they address the current concerns about the longevity of the humanities. By engaging with social constructivist, critical race, socioeconomic, and activist pedagogies, each chapter provides an answer to the question, How can our courses help students become stronger writers while contending with current social, environmental, and ethical questions posed by the world around them? The contributors consider this question from numerous perspectives, recognizing the important ways that power and privilege affect our varying means of addressing this question. Relying on both theory and practice, Composition and Rhetoric in Contentious Times engages the future of composition and rhetoric as a discipline shaped by recent and current global events. This text appeals to early-career writing program administrators, writing center directors, and professional specialists, as well as Advanced Placement high school instructors, graduate students, and faculty teaching graduate-level pedagogy courses.

Global awareness and competency has become an essential part of higher education and professional development. Expanding beyond the traditional ideas of learning and education, it is important to provide research that will help students prepare for the global future. The Handbook of Research on Promoting Higher-Order Skills and Global Competencies in Life and Work is a pivotal reference source that provides vital research on the intersection of life and work skills in higher education and professional development. While highlighting topics such as research engagement, learning assessment, and multicultural competence, this publication explores the preparation of twenty-first century learners, as well as the methods of promoting critical and creative thinking. This book is ideally designed for educators, academicians, education administrators, researchers, and upper-level students seeking current research on global knowledge and skills in contemporary education and organizations.

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 is the first scholarly monograph marking the social justice turn in technical and professional communication (TPC). Social justice often draws attention to structural oppression, but to enact social justice as technical communicators, first, we must be able to trace daily practice to the oppressive structures it professionalizes, codifies, and normalizes. Technical Communication After the Social Justice Turn moves readers from conceptual explorations of oppression and justice to a theoretical framework that allows for the concepts to be applied and implemented in a variety of practical contexts. It historicizes the recent social justice turn in TPC scholarship, models a social justice approach to building theories and heuristics, and presents scenarios that illustrate how to develop sustainable practices of activism and social justice. Its commitment to coalition building, inclusivity, and socially just practices of citation and activism will support scholars, teachers, and practitioners not only in understanding how the work of technical communication is often complicit in oppression but also in recognizing, revealing, rejecting, and replacing oppressive practices.