Moving From Implicit to Explicit

Talking Culture and Justice in a Writing for Non-Profits Certificate

Abstract

Our institution’s Writing for Non-Profits certificate program, which developed out of long-term partnerships with area non-profit programs in our predominantly Hispanic community, initially appeared to be an ideal vehicle for social justice. However, interviews with our Hispanic students showed us that, although the program effectively engaged students with the community, students were not making
connections with larger issues of social justice taking place in the discipline of technical communication and the nation. After reviewing conversations on social justice within technical communication, particularly at Hispanic-Serving Institutions (HSIs), we describe an IRB-approved interview study that critically examines our program and the opportunities it presents for deeply engaged social justice work for students. We conclude that, although social justice orientations may be implicit in the program and its design, this orientation needs to be made explicit, and we propose actions that can be made to improve such programs. We conclude by noting the disciplinary implications for social justice that can be had by
deeply listening to minority students’ perspectives.