Justice, Equity, Diversity, and Inclusion (JEDI) in Introductory Technical and Professional Communication (TPC) Courses Across Institutions.
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| Title: | Justice, Equity, Diversity, and Inclusion (JEDI) in Introductory Technical and Professional Communication (TPC) Courses Across Institutions. |
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| Authors: | Veeramoothoo, Saveena1 (AUTHOR) veeramoothoos@uhd.edu, Agboka, Godwin Y.1 (AUTHOR) |
| Source: | Technical Communication Quarterly. Apr-Jun2026, Vol. 35 Issue 2, p123-144. 22p. |
| Subject Terms: | *Curriculum planning, *Business communication, Justice, Social justice, Inclusion (Disability rights), Fairness, Communication of technical information |
| Abstract: | The social justice turn of the last two decades has spurred significant scholarship, but much remains to be done to gauge the impact of social justice scholarship on programmatic and curricular efforts. Programmatic and curricular development provides the primary, most important platform and "nurturing ground for promoting and enacting social justice" (p. 39), and that should engage our attention. This article is one such attempt, even if small, at contributing to this work by investigating justice, equity, diversity, and inclusion (JEDI) initiatives in introductory TPC classes across institutions in TPC programs nationwide. It reports the results of a survey of instructors of introductory TPC courses across US institutions as well as an analysis of syllabi used by those instructors. Noting a multiplicity of macro- and micro-level challenges to JEDI work, the authors call for increased and targeted curricular discussion of JEDI as well as focused support and training for instructors at the institutional and programmatic levels. [ABSTRACT FROM AUTHOR] |
| Copyright of Technical Communication Quarterly is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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