Knowledge management and the teaching of technical communication: where does knowledge reside in the theory vs. practice debate?

Abstract

This article looks at the current theory vs. practice debate in the teaching of technical communication from the viewpoint of knowledge management and transfer. Where does the most relevant knowledge reside and how best can it be communicated? In an attempt to answer this question, surveyed are eight articles from three journals, exploring the source of each and its position in relation to knowledge management. It is concluded that the workplace provides data, the academy provides information, but knowledge always resides in people. A secondary finding is that class issues still play a role in the techne vs. praxis debate. Theory has a higher status than practice and this disparity leads to exclusionary tactics that can limit knowledge generation and transfer, especially in regard to multicultural and multinational knowledge workers. A recommendation is that exclusionary practices should be avoided and language should be simplified in order to include the greatest possible number of participants in the knowledge-making process.