Browsing by Author "Ganguly, Priyanka"

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    Challenging Stories: Exploring the Intersections between Health and the Humanities
    Ewing, E. Thomas; Ganguly, Priyanka (Virginia Tech Publishing, 2024-09)
    Challenging Stories explores experiences of demanding health conditions and attitudes in response to them, across historical and contemporary contexts. This collection of original scholarship brings an interdisciplinary perspective to topics such as maternal health, care for aging adults, births by midwives, family planning, infectious disease outbreaks, biosafety health protocols, blood transfusions, and plant-based health practices. The case studies explored in each chapter contribute to a deeper and richer understanding of how challenging stories are embedded in an appreciation of community and individual health. With contributions by Emily Beck, Chuan Hao (Alex) Chen, Martha L. Espinosa, E. Thomas Ewing, Macey Flood, Priyanka Ganguly, Kimberly V. Jones, Gianna May Sanchez, Samin Rashidbeigi, Jeffrey S. Reznick, Frank Vitale IV, and Magdalena Zegarra Chiappori.
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    Institutional Global Maternal Nutrition Communication: Unblackboxing Rhetorical Power Dynamics in Transnational Spaces
    Ganguly, Priyanka (Virginia Tech, 2024-05-13)
    Grounded at the intersection of rhetorics of health and medicine (RHM), technical and professional communication (TPC), and transnational institutional communication, my study aimed to explore the transnational issues of negotiation and power and (mis)articulations within the realm of global maternal nutrition (MN) communication design. Specifically, I sought to demystify the behind-the-scenes interactions and negotiations among funders (in this case, USAID headquarters), contractors (global health designers for a project called "Advancing Nutrition"), and local partners (Global South program implementers). To achieve this goal, I conducted a rhetorical analysis of twenty-eight publicly available Advancing Nutrition MN artifacts, including program guides, worksheets, toolkits, and multimedia discourses. Additionally, I performed fifteen episodic narrative interviews with key informants from the Advancing Nutrition team, USAID, and local implementing agencies in India, Kyrgyz Republic, and Ghana. Through the theoretical lenses of power as assemblage and articulation, my findings suggested a continual flux of (re)articulation tension within global MN communication design. This tension stemmed from power assemblages—a confluence of historical-political-ideological forces at the production site in the Global North and the rigid socio-cultural framework at the implementation site in the Global South—in transnational content creation spaces. This tension manifested in maternal-child nutrition indicators, temporally bound MN program design, community narratives in local implementation sites, and an emphasis on normative views of women's nutrition. Despite the power differentials among funders, contractors, and implementers, global health designers employed tactical technical communication approaches, including coalitional actions and reconstructive moves, to empower women and mothers in the Global South. Thus I conclude that technical and health communication scholars can help global institutional actors create socially-inclusive communication design and foster intentional community-engaged interventions by both attuning themselves to and exposing globalized power structures in the context of public health document creation.
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    Slack, Social Justice, and Online Technical Communication Pedagogy
    Sano-Franchini, Jennifer; Jones, Andre M., Jr.; Ganguly, Priyanka; Robertson, Chloe J.; Shafer, Luana J.; Wagnon, Marti; Awotayo, Olayemi; Bronson, Megan (Routledge, 2022-06-14)
    This Methodologies and Approaches piece interfaces conversations about social justice pedagogies in technical and professional communication (TPC), Black TPC, and online TPC instruction to discuss the social justice affordances of Slack in online instruction. Drawing on our experiences using Slack within an online graduate course during the COVID-19 pandemic, we consider how Slack supports pedagogical community building and accessibility in online instruction before presenting a framework for assessing instructional technologies in terms of social justice.