Review of Linguistic Justice: Black Language, Literacy, Identity, and Pedagogy by April Baker-Bell.

Review of Postcomposition by Sidney I. Dobrin. Southern Illinois Press, 2011.

Review of The Language of Experience: Literate Practices and Social Change by Gwen Gorzelsk. Pittsburgh: University of Pittsburgh Press, 2005

Review of Community Is the Way: Engaged Writing and Designing for Transformative Change by Aimée Knight. The WAC Clearinghouse, 2022; 125 pp.: 9781646423149, $19.95 (pbk)

Since joining Reflections as Editor in December of 2022, I’ve been learning first-hand how much work and collaboration goes into producing an academic journal. As a community-engaged researcher and practitioner, I approach editorial work as a community-sustained endeavor. Every piece of writing you engage with in this issue was made possible by a team of people: 1) The authors, their community partners, their institutions, their families and support networks; and 2) Our team—the reviewers and editorial board, as well as Associate Editor Heather Lang, Assistant Editor Alexander Slotkin, Design Editor Heather Noel Turner, Book Review Editor Romeo García, and Copy Editor Victoria Scholz. All of these people contributed their expertise, time, resources, and labor to bring you this issue, and to maintaining and expanding the legacy of Reflections as a community-driven journal. I’m so grateful to be a part of this team, and I invite you to join us by contributing your expertise by sending us submissions, serving as a reviewer, and/or writing to us to share an idea for a special issue. We are here and are very excited to keep pushing Reflections’ innovative work forward.

Review of Failure Pedagogies: Learning and Unlearning What It Means to Fail, edited by Allison D. Carr and Laura R. Micciche.

Review of Rewriting Partnerships: Community Perspectives on Community-Based Learning by Rachael W. Shah.

Review of Counterstory: The Rhetoric and Writing of Critical Race Theory by Aja Y Martinez.

Review of Counterstory: The Rhetoric and Writing of Critical Race Theory by Aja Y Martinez.

Review of From Thought to Action: Developing a Social Justice Orientation by Amy Aldridge Sanford.

Review of Counterstory: The Rhetoric and Writing of Critical Race Theory by Aja Y Martinez.

Review of Writing Suburban Citizenship: Place Conscious Education and the Conundrum of Suburbia, edited by Robert E. Brooke.

Review of In Writing Democracy: The Political Turn in and Beyond the Trump Era, edited by Shannon Carter, Deborah Mutnick, Stephen Parks, and Jessica Pauszek.

This interview is not the first in Reflections for Tom Deans, a Professor of English and Director of the Writing Center at the University of Connecticut. His first interview appeared in issue 1.1 of Reflections and focused on his work as chair of the recently created CCCC national service-learning committee dedicated to creating “disciplinary momentum” around service learning. He has a career-long interest in community-engaged writing and research, and served as both a Senior Editor and the Book Review Editor for Reflections over several years. In this interview, he reflects on the beginning of Reflections, the emergence of composition’s interest in service learning, and the growth of institutional support and recognition of community engagement. Overall, he finds that despite its early modest aspirations, the field’s trajectory has resulted in a large amount of exciting and important work, and provided a “real viable pathway” for educators who want to build a career around community engagement.

Review of Social Writing/Social Media: Publics, Presentations, and Pedagogies by editors Douglas M. Walls & Stephanie Vie.

Review of The Adjunct Underclass: How America’s Colleges Betrayed Their Faculty, Their Students, and Their Mission by Herb Childress.

Review of Community Literacies en Confianza By Steven Alvarez.

This essay presents a polyvocal review of the 2019 Conference on Community Writing. It is composed of a series of vignettes and reflections written by the authors, community partners, conference organizers, educators, and others who attended the conference. Together, these reflections examine a central theme of the conference, “the work” of community writing, by attending to four questions: 1) What is the work of the Conference on Community Writing, and what does it tell us about the state of the subfield of community-engaged writing?; 2) What spaces does the conference encompass, and who is included in these spaces?; 3) What are the material realities that enable and constrain our work, in and beyond the conference?; and 4) What work is unfinished, and what will sustain us as we tackle it? The polyvocal essay presented here examines these questions through multiple positionalities within community writing studies, ultimately arguing that attending to the diversity of voices, stories, and perspectives in community writing must guide our efforts to understand community writing as a field and imagine its future work.

Review of Unruly Rhetorics: Protest, Persuasion, and Publics by editors Jonathan Alexander, Susan C. Jarratt, and Nancy Welch.

Review of Field Rhetoric: Ethnography, Ecology, and Engagement in the Places of Persuasion By Candice Rai & Caroline Gottschalk Druschke.

Review of Prison Pedagogies: Learning and Teaching with Imprisoned Writers by editors Joe Lockard and Sherry Rankins-Robertson.

Review of The Named and the Nameless: 2018 PEN Prison Writing Awards Anthology.

Review of Incarceration Nations: A Journey to Justice in Prisons Around the World By Baz Dreisinger.

Review of Feeding the Roots of Self-Expression and Freedom by Jimmy Santiago Baca, with Kym Sheehan and Denise VanBriggle.

Review of Don’t Shake the Spoon by By Exchange for Change (Ben Bogart, editor).

Review of Doing Time, Writing Lives: Refiguring Literacy and Higher Education in Prison by Patrick W. Berry.

Editors’ Note: With this interview, we inaugurate a regular feature of the journal focused on interviews and articles about community-based writing projects unaffiliated with higher education. Discovering the genesis, evolution, and meaningfulness of such projects illuminates theories and practices of writing as a potentially transformative social activity that fosters creativity, communication, equity, and justice. It broadens our understanding as researchers, teachers, writers, students, and community members about what, why, how, and to what end community-engaged writing provides a compelling ground for educational, social, cultural, and political dialogue, personal growth, and collective inquiry. We envisage rich descriptions and investigations of the phenomenon of the written word as a liberatory tool that helps realize individual potential and promotes democracy, equality, and inclusiveness. We are delighted to begin this series with an interview with New York Writers Coalition Founder and Director Aaron Zimmerman. A former co-chair of the Board of Directors of Amherst Writers and Artists (AWA), Zimmerman has been leading creative writing workshops using the AWA method since 1997. He has an MA in creative writing from City College, where he has also taught creative writing. His novel By the Time You Finish This Book You Might Be Dead (Spuyten Duyvil) was selected in 2003 by Poets and Writers as “new and noteworthy.” His fiction and poetry have appeared in numerous literary magazines, including The Brooklyn Rail, Georgetown Review, South Dakota Review, Jeopardy, and Mid-America Poetry Review.

Review of Class in the Composition Classroom: Pedagogy and the Working Class by editors Genesea M. Carter and William H. Thelin.

Review of Other People’s English: Code-Meshing, Code-Switching, and African-American Literacy by Vershawn Ashanti Young, Rusty Barrett, Y’Shanda Young-Rivera, and Kim Brian Lovejoy.

Review of Brokering Tareas: Mexican Immigrant Families Translanguaging Homework Literacies (2017a) and Community Literacies en Confianza: Learning from Bilingual After-School Programs (2017b) by Steven Alvarez.

Review of Genre and the Performance of Publics by editors Mary Jo Reiff and Anis Bawarshi.

Review of Fashioning Lives: Black Queers and the Politics of Literacy by Eric Darnell Pritchard.

Review of South Asian in the Mid-South: Migrations of Literacies by Iswari P. Pandey.

Review of Collaborative Imagination by Paul Feigenbaum.

Review of From Uncle Tom’s Cabin to The Help: Critical Perspectives on White-Authored Narratives of Black Life by editors Clare Oberon Garcia, Vershawn Ashanti Young, and Charise Pimentel.

Review of Democracy’s Education: Public Work, Citizenship, & The Future of Colleges and Universities by editor Harry C. Boyte.

Review of Historias de Éxito within Mexican Communities: Silenced Voices by Octavio Pimentel.

Review of Civic Work Civic Lessons: Two Generations Reflect on Public Service by Thomas Ehrlich and Ernestine Fu.

Review of Tropic Tendencies: Rhetoric, Popular Culture, and the Anglophone Caribbean by Kevin A. Browne.

Review of Warrior Writers: A Collection of Writing & Artwork By Veterans editors Lovella Calica and Kevin Basl.

Review essay of When Johnny and Jane Come Marching Home: How All of Us Can Help Veterans by Paula Caplan and See Me For Who I Am: Student Veterans’ Stories of War and Coming Home by David Chrisinger.

The authors offer an introduction to the special issue on veterans’ writing, highlighting the four major areas of work that emerge in the issue: 1) veterans’ writing in extracurricular settings, whether in community projects and writing groups or specific programs based on veterans’ wellness, healing, and recovery; 2) veterans’ writing in the composition classroom on university campuses or at military bases; 3) faculty development initiatives that help prepare university faculty, instructors, and TAs for their work with veterans in the classroom. A fourth area centers around veterans’ creative works—poetry, in particular—and reviews of the literature of veterans studies and veterans’ writing.

Review of Generation Vet: Composition, Student-Veterans, and Post-9/11 University by editors Sue Doe and Lisa Lanstraat.

Review of Green Voices: Defending Nature and the Environment in American Civic Discourse by editors Richard D. Besel and Bernard K. Duffy.

Review of The Politics of Pain Medicine: A Rhetorical-Ontological Inquiry by S. Scott Graham.

Review of The Ecologies of Writing Programs: Program Profiles in Context by Mary Jo Reiff, Anis Bawarshi, Michelle Ballif, and Christian Weisser.

Review of Participatory Critical Rhetoric by Michael Middleton, Aaron Hess, Danielle Enders, and Samantha Senda-Cook.

Review of Environmental Communication and the Public Sphere by Robert Cox and Phaedra Pezzullo.

Review of composing(media) = composing(embodiment): bodies, technologies, writing, the teaching of writing by editors Arola, K. l., & Wysocki, A. F.

Review of After the Public Turn: Composition, Counterpublics and the Citizen Bricoleur by Frank Farmer.