Social Justice and Intercultural Issues in SL Pedagogy

An Empirical Study

Abstract

This article reports on a focus group conducted with scholars and teachers of technical and professional communication whose pedagogy is informed via service-learning or community engagement. With the relatively recent turn to social justice and intercultural communication in TPC, we aimed at investigating how service-learning courses embrace the practical concepts of social justice and translate those concepts into addressing the imbalances they might stumble upon in the workplace. With the analysis of these focus groups, we offer empirical evidence that will help us understand how programmatic actions in TPC clarify issues of social justice and intercultural communication in service-learning programs.