This symposium builds from our discussions about communities, academia, activism, and access as four faculty members with different positionalities and perspectives to advocate for the protection of relations in the face of universities’ demands for access to peoples, communities, and lands. In each of four individually authored reflections, we recount our experiences working with and being in community as part of our academic practice. We extend from work in disability studies to explain that while access is generally understood to be good, and often is, access can also be the precursor to exploitation. We argue that to mitigate that risk, we can take on a positive gatekeeping function as part of being in community with care.

This article is an ethnographic case study of the work of two activist groups in Kansas City, Missouri. It discusses how unhoused activists with the Kansas City Homeless Union, through their 13-month on-and-off occupation of city property, worked to reframe access in ways that moved toward what disability justice activists call collective access, prioritized marginalized lived experience, and asserted their right to control over the resources that impacted their lives. This article ties these interventions explicitly to community writing work through a discussion of how citizen journalists from Independent Media Association, with whom the author has collaborated, documented and crafted narratives around the union’s work in ways that demonstrate ways community literacy work can function as rhetorical solidarity practices.

Skills, knowledge, time, ability, access, and cultural and societal norms all sponsor and constrain food literacies. Measuring the effects of class, race, cultural identity, knowledge, and ability on food access requires an understanding of how communities and institutions sponsor food literacy. Nutritionists have developed a framework for researching and measuring food literacy; however, the focus falls on measuring individual food literacy, which I argue is a form of epistemic whiteness that refuses to acknowledge the outsized responsibility of institutions in creating systems of food access and flattens the role community plays in mitigating barriers to access. A critical understanding of disability and the reciprocity intrinsic to community literacy research are offered as a way to move from measurement to sponsorship of community food literacies.

Our world is no stranger to mobilities, ranging from molecular movement in ecological systems to quotidian economic transactions and social interactions to transnational voyages across continents.Thus, readers of the Community Literacy Journal (CLJ) are sure to be engaged by this eclectic addition to the current scholarship on mobilities work, with the construct of mobility emerging as a central theoretical idea that underpins the epistemological and methodological premises of many disciplines, including that of cultural geography, feminist studies, critical race theory, queer studies, and composition and rhetoric.With a universalizing and broad focus on composition-in-mobility, this edited collection-organized in two sections across which all the contributing authors unpack and articulate the mobile nature of mobility and composition-answers the central question of what constitutes and sustains mobility in our divergent, diverse, literate activities and practices.The volume editors-Horner, Hartline, Kumari, and Matravers-advance a mobilities paradigm to further unpack the dynamic constitution of mobility in composition and rhetoric and to cast a norm-based light on mobility-in-composition work (3).In particular, rather than treat mobility as a matter "requiring adjustment or accommodation", Horner et al. argue that the proposition of mobility as a commonplace or even as a fact is long overdue (4-6).One hallmark that characterizes this paradigm is that mobilities are poly-faceted forms, whose social value is mercurial, relational, and provisional (4-6).This critical premise holds the potential to shift our perspective of viewing language, composition, writing-curriculum administration, writing pedagogy, or writing research as impermeable to perceiving them as fruitfully unsteady and potentially subject to transformation.As the volume addresses the nature of mobility in composition, the organization of the twenty chapters-divided into Part I where case studies in mobility-in-composing-practices (e.g., community literacy, translingual composition, or digital and professional writing) are reported and Part II where critical responses to Part I are articulated-also attempts to reflect on the nature of mobility, with each chapter conversing

T he Community Literacy Journal is an interdisciplinary journal that publishes both scholarly work that contributes to theories, methodologies, and research agendas and work by literacy workers, practitioners, and community literacy program staff.We are especially committed to presenting work done in collaboration between academics and community members, organizers, activists, teachers, and artists.We understand "community literacy" as including multiple domains for literacy work extending beyond mainstream educational and work institutions.It can be found in programs devoted to adult education, early childhood education, reading initiatives, or work with marginalized populations.It can also be found in more informal, ad hoc projects, including creative writing, graffiti art, protest songwriting, and social media campaigns.For us, literacy is defined as the realm where attention is paid not just to content or to knowledge but to the symbolic means by which it is represented and used.Thus, literacy refers not just to letters and to text but to other multimodal, technological, and embodied representations, as well.Community literacy is interdisciplinary and intersectional in nature, drawing from rhetoric and composition, communication, literacy studies, English studies, gender studies, race and ethnic studies, environmental studies, disability studies, critical theory, linguistics, cultural studies, education, and more.

This article explores the methodological impact of building and curating a transnational archive of working-class literacy practices, spanning themes of vocation, immigration, gender, race, and disability, from the ground up alongside the Federation of Worker Writers and Community Publishers. The article focuses particularly on how our disciplinary methods might be (re) shaped within a context of precarity when working with/archiving the literacy practices of disenfranchised populations. I argue that such precarity shapes how our methods/methodologies account for material realities—the laboring of bodies, influx of finances, physical conditions of the community involved—and changing social conditions that affect not only archival creation but also sustainability. I illustrate how The FWWCP Archival Project responded through a kitchen-table ethos in order to design the archive with the community’s expertise at the forefront.

This article centers disability justice, an ongoing and unfolding project of LGBTQA disabled BIPOC, to help understand and challenge the work of community literacy studies. By putting community literacy studies in con- versation with disability justice through three themes—"Nothing About Us Without Us,” “Access is Love,” and “Solidarity Not Charity”—this essay moves to unpack how community literacy can resist not only ableism but also the interlocking systems of oppression which support it.

Preface Personal Prologue Chapter 1: Introduction: Examining Crisis, Laurie MacGillivray and Devon Brenner Commentator Introductions, Tracy Sweeney (Early Career Teacher), Jane Fung (Veteran Teacher) and Elizabeth Moje (Teacher Educator) Part I: Reading and Writing in Times of Crisis Chapter 2: Making Contact in Times of Crisis: Literacy Practices in a Post-Katrina World, April Whatley Bedford and Devon Brenner Chapter 3: Hallelujah! Bible-based Literacy Practices of Children Living in a Homeless Shelter, Laurie MacGillivray Chapter 4: Reactions to Divorce: Communication and Child Writing Practices, Gisele Ragusa Chapter 5: When daddy goes to prison: Examining crisis through fanfiction and poetry, Mary K. Thompson Chapter 6: Reading and Writing Teenage Motherhood: Changing Literacy Practices and Developing Identities, Kara L. Lycke Chapter 7: Disability Identification: Shifts in Home Literacy Practices, Gisele Ragusa Part II: Crises Arising from Literate Practices Chapter 8: Finding Husbands, Finding Wives: How Being Literate Creates Crisis, Loukia K. Sarroub Chapter 9: A State Take-Over: The Language of a School District Crisis, Rebecca Rogers and Kathryn Pole Chapter 10: Brewing a Crisis: Language, Educational Reform, and the Defense of a Nation, Susan Florio-Ruane Part III: Reflecting on Crises and Literacy Chapter 11 Commentators' Insights, Tracy Sweeney (Early Career Teacher), Jane Fung (Veteran Teacher) and Elizabeth Moje (Teacher Educator) List of Contributors