Teaching the intersections of technology & design through critical discourse analysis for international audiences

Abstract

In this paper I discuss how I used the technics of Multimodal Critical Discourse Analysis to guide students' critical engagement with technical writing and design project for transnational/international/global context. I describe the motivation for this pedagogy, students' learning activities, and digital project. I then discuss some outcomes from this class as well as implications for technical and professional communication. Although I currently discuss results from one face-to-face classroom at this stage, I show the possibility of an experiment to integrate critical approaches into our pedagogy in an effort to guide students' conscientiousness about transnational/international/global contexts.