Teaching Participative Justice in Professional Writing

Technical and professional communication (TPC) curricula tend to prioritize hyperpragmatist learning outcomes, objectives, and activities. Drawing on a grounded theory analysis of curricular self-assessment data, including interviews with community partners, we argue that TPC in the U.S. is at constant risk of co-option by market logics. Through a speculative curricular framework that works toward building more just, liveable worlds, this essay reimagines TPC curricula as an opportunity to redress inequities caused by exploitative market logics.

技术与专业交际（Technical and Professional Communication, TPC）课程体系通常将超实用主义的学习成果、目标与实践活动作为核心优先项。本研究基于对课程自我评估数据（含与社区合作方的访谈资料）开展的扎根理论分析，提出美国的技术与专业交际课程始终面临被市场逻辑收编的风险。本文通过构建旨在打造更公正、宜居世界的设想性课程框架，将技术与专业交际课程重新构想为纠正剥削性市场逻辑所引发的不平等现象的有效契机。