What does this research mean for the field?

Adopting critical writing pedagogies in Science and Technology Studies (STS) that resist the dominance of White Mainstream English can promote epistemic justice by empowering diverse scholars and validating alternative ways of knowing. Novelty: ClaimNovelty.METHODOLOGICAL. Consensus alignment: ConsensusAlignment.CHALLENGES_CONSENSUS.

What question did this study set out to answer?

To examine how normative writing standards uphold exclusionary linguistic hierarchies in Science and Technology Studies (STS) and to propose critical pedagogical interventions that foster epistemic justice.

September 14, 2026Science Technology & Human Values

Serving Epistemic Justice Through Critical Writing Pedagogies in Science and Technology Studies (STS)

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Authors

ADAmanda Almeida Domingues MSMarlise Horvath Schneider KQKylie Quave

Discussion

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Overview

Pedagogical analysis reveals exclusionary linguistic hierarchies in science and technology studies, highlighting critical writing instruction to advance epistemic justice.

Key Points

To examine how normative writing standards uphold exclusionary linguistic hierarchies in Science and Technology Studies (STS) and to propose critical pedagogical interventions that foster epistemic justice.
Conceptual analysis of writing practices, languaging repertoires, and linguistic assimilation within Science and Technology Studies education.
Theoretical framework development addressing the intersectional challenges faced by English-language learners (ELLs) and STS-language learners (STSLLs).
White Mainstream English (WME) functions as a normative standard in STS scholarship, systematically devaluing alternative linguistic repertoires and marginalizing non-native scholars.
Linguistic norms create structural barriers that require STS-language learners to assimilate into dominant, colonial modes of thinking to achieve professional advancement.
Implementation of critical writing pedagogies and reflective instruction empowers diverse learners while dismantling entrenched academic writing hierarchies.

Cite This Study

Domingues et al. (2026) studied this question.

synapsesocial.com/papers/6aa7b3aa0926e14a848b2cee https://doi.org/10.1177/01622439261481578

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September 14, 2026Science Technology & Human Values

Serving Epistemic Justice Through Critical Writing Pedagogies in Science and Technology Studies (STS)

View Full Paper

Ask AI

Bookmark

Authors

ADAmanda Almeida Domingues MSMarlise Horvath Schneider KQKylie Quave

Discussion

Member takes

Overview

Pedagogical analysis reveals exclusionary linguistic hierarchies in science and technology studies, highlighting critical writing instruction to advance epistemic justice.

Key Points

To examine how normative writing standards uphold exclusionary linguistic hierarchies in Science and Technology Studies (STS) and to propose critical pedagogical interventions that foster epistemic justice.
Conceptual analysis of writing practices, languaging repertoires, and linguistic assimilation within Science and Technology Studies education.
Theoretical framework development addressing the intersectional challenges faced by English-language learners (ELLs) and STS-language learners (STSLLs).
White Mainstream English (WME) functions as a normative standard in STS scholarship, systematically devaluing alternative linguistic repertoires and marginalizing non-native scholars.
Linguistic norms create structural barriers that require STS-language learners to assimilate into dominant, colonial modes of thinking to achieve professional advancement.
Implementation of critical writing pedagogies and reflective instruction empowers diverse learners while dismantling entrenched academic writing hierarchies.

Cite This Study

Domingues et al. (2026) studied this question.

synapsesocial.com/papers/6aa7b3aa0926e14a848b2cee https://doi.org/10.1177/01622439261481578

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