Shifting Out of Neutral: Centering Difference, Bias, and Social Justice in a Business Writing Course

Shelton, Cecilia D.

doi:10.1080/10572252.2019.1640287

Cited by 55 publications

(27 citation statements)

References 26 publications

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“…To illustrate our concern and begin to explain why it matters, we start with Shelton's (2020) recent article "Shifting Out of Neutral: Centering Difference, Bias, and Social Justice in a Business Writing Course." On the surface, this article seems to disprove our argument.…”

Section: Bcomm's Disappearance and Marginalizationmentioning

confidence: 99%

“…Equally true, due to what seems to be a lack of focus on the disciplinary history in PhD curricula, many young scholars in English may not have a fully formed picture of the field of PC's historical roots. Shelton's (2020) article began with a crucial question for a multicultural, diverse world and workplace: "What might more attention to bodies offer the study of technical and professional communication?" (p. 18).…”

Section: Bcomm's Disappearance and Marginalizationmentioning

confidence: 99%

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The Disappearance of Business Communication From Professional Communication Programs in English Departments

Dubinsky

Getchell

2021

Journal of Business and Technical Communication

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Since 1985, the field of professional communication has grown in size and reputation while maintaining a space within its primary disciplinary home of the English department. This article relies on historical evidence to examine how a field that was once evenly divided between business communication and technical communication is now technical communication-centric, almost to the exclusion of business communication. The authors pose questions about the field of professional communication and how faculty who consider business communication to be their primary discipline (regardless of their disciplinary home) might play a role in future discussions related to disciplinarity and domains of knowledge.

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Section: Bcomm's Disappearance and Marginalizationmentioning

confidence: 99%

Section: Bcomm's Disappearance and Marginalizationmentioning

confidence: 99%

The Disappearance of Business Communication From Professional Communication Programs in English Departments

Dubinsky

Getchell

2021

Journal of Business and Technical Communication

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“…Quave: I am a white, cisgender woman from a low-income, first-generation college student background. The risks I take on when teaching this way are few compared to my colleagues who are Black, Indigenous, and/or people of color (BIPOC), especially those from multiply marginalized identities (e.g., Shelton 2020). Fie: I am a cisgender, heterosexual, white woman from a middle-class, first-generation college student background.…”

Section: Notesmentioning

confidence: 99%

“…Our work to revise our course at a predominantly white, small liberal arts college (SLAC) in the United States examined how archaeology can contribute to a more equitable society—which Ann Stahl recently described as an “effective archaeology” (2020)—while integrating inclusive and justice-oriented pedagogical methods. This work follows calls to reimagine how we teach postsecondary archaeology (Hamilakis 2004; Hutchings and La Salle 2014), but it is not unique to archaeological pedagogy (FitzPatrick Sifford and Cohen-Aponte 2019; Harbin et al 2019; Shelton 2020). Our approach builds on the possibilities that Maria Franklin outlined 15 years ago for historical archaeological research: “writing inclusive pasts, challenging traditional, dominant views of history, and wiping out divisive myths and stereotypes” (2005:194).…”

mentioning

confidence: 99%

Centering the Margins

Quave

Fie

Greiff³

et al. 2020

Adv. archaeol. pract.

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Teaching introductory archaeology courses in U.S. higher education typically falls short in two important ways: the courses do not represent the full picture of who contributes to reconstructing the past, and they do not portray the contemporary and future relevance of the archaeological past. In this article, we use anti-colonial and decolonial theories to explain the urgency of revising the introductory archaeology curriculum for promoting equity in the discipline and beyond. We detail the pedagogical theories we employed in revising an introductory archaeology course at a small liberal arts college in the United States and the specific changes we made to course structure, content, and teaching strategies. To examine the impacts on enrolled students and on who chose to enroll in the revised archaeology curriculum, we analyze student reflection essays and enrollment demographics. We found that students developed more complex understandings of the benefits and harms of archaeological knowledge production and could articulate how to address archaeology's inequities. We also found that enrollment in archaeology courses at the college shifted to include greater proportions of students of color. These results support the notion that introductory archaeology courses should be substantially and continually revised.

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“…Teaching ethical communication is a decades-old concern of business curriculum (e.g., Edwards, 2018, McDonald and Donleavy, 1995, Rentz and Debs, 1987, and Speck, 1990. However, integrating discussions of ethics and social justice in a meaningful way is challenging, and the best approach is a matter for debate (McDonald & Donleavy, 1995;Shelton, 2020;Speck, 1990). This challenge is heightened within a field whose communication practices are traditionally framed as oppositional to (or removed from) ethics (Speck, 1990).…”

mentioning

confidence: 99%

Social Justice and Corporate Mission Statements: Analyzing Values in Business Writing

Mussack

2021

Prompt

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This article describes and reflects on a collaborative, in-class activity that asks students in a business writing course to analyze the intersection of language, values, and social justice through a rhetorical analysis of corporate mission statements. The activity looks at how mission statements, as a genre, work to construct an ethos of civic engagement targeting a specific audience. Students reflect on values embedded in mission statements and compare these values with corporate action. Students then work in groups to create their own mission statements that direct their research and teamwork for their other, collaborative course projects. I offer this activity focused on mission statements as a concrete way to discuss social justice, values, and civic engagement in a business writing course; specifically, students explore how language impacts social justice and structural (in)equality.

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Shifting Out of Neutral: Centering Difference, Bias, and Social Justice in a Business Writing Course

Cited by 55 publications

References 26 publications

The Disappearance of Business Communication From Professional Communication Programs in English Departments

The Disappearance of Business Communication From Professional Communication Programs in English Departments

Centering the Margins

Social Justice and Corporate Mission Statements: Analyzing Values in Business Writing

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