Critical Race Consciousness and the Technical Writing Classroom
Edwards, Jessica R. L.
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My project is informed by rhetorical theory as it engages student writing and conversations about race and racism in the workplace. It identifies critical race theory as a way to think about and theorize rhetorical strategies for the technical writing classroom to create a more historical context for technical writers. It recognizes Miriam F. Williams and Octavio Pimentel's recent special issue that beckons more scholarship about race studies and technical writing as well as Carolyn Miller's iconic call for a humanistic rationale for technical writing as I develop what I define as critical race consciousness - being aware of injustices and working to resist the perpetuation of them through teaching. By making connections between technical writing scholarship, rhetorical theory, critical race theory and student writing, my aim is to not only continue the recognition of the technical writing classroom as a space that is rich and dynamic, but to include the application of critical race consciousness in the conversation to add to technical writing scholarship. My project conceives of the technical writing classroom as one that includes focused discussions of race and about racism to promote critically conscious pedagogy, one that incorporates conversations about race and systemic racism in order to create more dialogic relationships in the classroom for students that will inevitably help them in the workplace.