Abstract

Background: There is a lack of conceptual framework for how to develop more inclusive practices in the subfield of technical editing. Literature review: Some researchers have posited theories, like feminism and rhetorical theory, as ways to conceptualize technical editing. This piece extends that literature into social justice using Walton, Moore, and Jones's 3Ps heuristic of positionality, privilege, and power. Research questions: 1. What ideologies are circulating in technical editing pedagogy? 2. How might technical editing pedagogy become more inclusive? Methodology: We conduct a rhetorical analysis of the major academic works in technical editing, including books, textbooks, and academic articles, and compare them to an established framework for social justice in technical and professional communication - the 3Ps heuristic. Results: We find that there are strong instrumentalist underpinnings to much of the current literature in technical editing, making the goal of technical editing linguistic conformity to American Standard English (ASE) at the expense of linguistic diversity. We offer a conceptual framework, the inclusive editing paradigm (IEP), to challenge that linguistic hegemony in technical editing and provide technical editors with theoretical and practical foundations for developing a more inclusive editing practice. Conclusions: More work needs to be done to shift technical editing in a more inclusive direction. We call on practitioners, academics, and users to contribute to this dialogue.

Department(s)

English and Technical Communication

Keywords and Phrases

Rhetorical analysis; Social justice; Technical editing (TE)

International Standard Serial Number (ISSN)

1558-1500; 0361-1434

Document Type

Article - Journal

Document Version

Citation

File Type

text

Language(s)

English

Rights

© 2023 Institute of Electrical and Electronics Engineers, All rights reserved.

Publication Date

01 Mar 2022

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