Revisiting SL in TPC Through Social Justice and Intercultural Frameworks: Findings From Survey Research

Abstract

<italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Background:</b></i> This article reports on survey-based research of technical and professional communication (TPC) teachers and administrators, illustrating how these participants implement social justice and intercultural communication pedagogies in service learning (SL). <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Literature review:</b></i> We situate this research in relation to existing scholarship about SL in TPC, SL and social justice, and SL as it intersects with intercultural communication. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Research question:</b></i> How do technical and professional communication teachers and administrators across the US infuse their SL pedagogies with social justice and intercultural communication theories in practice? <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Research methodology:</b></i> Using purposive sampling, we surveyed 55 TPC teachers and administrators about their experiences with and attitudes toward social justice and intercultural communication in SL. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Results/discussion:</b></i> We identify what courses are reported as sites of SL projects as well as participants’ self-reported perceptions about social justice in SL. In addition, we outline four themes related to the application of social justice and intercultural communication theories to SL: activities, constraints, points of resistance, and goals and outcomes. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Conclusion:</b></i> We conclude with recommendations for TPC administrators and programs, and by briefly discussing implications for TPC practitioners and future directions for research.