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

Background:
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).
Literature review:
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.
Research question:
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?
Research methodology:
Using purposive sampling, we surveyed 55 TPC teachers and administrators about their experiences with and attitudes toward social justice and intercultural communication in SL.
Results/discussion:
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.
Conclusion:
We conclude with recommendations for TPC administrators and programs, and by briefly discussing implications for TPC practitioners and future directions for research.