In my dissertation, Equitable, Inclusive, and Accessible: DEIA-driven Revisions of a Core Professional Writing Course at a Private University, I examine the ways my intersectional approach to Professional and Technical Writing (PTW) works to disrupt neoliberal legacies that limit students’ critical thinking skills. This project focuses on the pragmatic and theoretical aspects of collaboratively revising a core professional writing course to naturalize anti-ableist and anti-racist pedagogies throughout its design. Through archival research and interviews with key program contributors, I examine the ideals and commitments shaping the program's climate and orientation to PTW. By tracing SU’s history with PTW and situating it within the broader evolution of the subfield, I demonstrate how the latest course revisions align with and contribute to the social justice turn in Technical Communication.
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