PDF version Abstract Controversies generated by the subjugation of man by man do not come without questioning or challenges to such a drive that would transform one faction of the human race into beasts of burden as a result of the hue of the skin. Both the questioning of and challenges to that heinous system… Continue reading Early Quaker Practice and the Advocacy for Polyvocality Then, Now, and Beyond

PDF version Abstract COVID-19 has disproportionately affected Latinx/a/o communities as people face interlocking global pandemics: “COVID-19, economic recession, global warming, and structural racism” (Solorzano, 2021, xvi). While popular discussions have focused on how these systemic inequities have resulted in learning loss, we have found the focus on school-based learning loss also obscures experiential knowledge students… Continue reading Beyond Learning Loss: Testimonios of a Pandemic Education/Más Allá de la Pérdida: Testimonios de Una Educación Pandémica

PDF version Abstract This paper examines the written, spoken, and performed texts at The Alamo to quantify and analyze the white narratives that are presented. Through the use of a content and discourse analysis, we evaluate the rhetorical strategies The Alamo uses as it communicates Texas history to visitors. Our findings indicate that Anglo/white people… Continue reading “Our Beloved Alamo”: Racism and Texas Exceptionalism in Public Memory Systems

PDF version Abstract This article focuses on the lived experiences of multilingual writing teachers and presents what we, the authors, call “A Rhetoric of Accent Fear,” which introduces accent fear as a form of linguistic racism. Through this framework, we reflect on our stories of accent fear as multilingual writing teachers; we practice forming relational… Continue reading A Rhetoric of Accent Fear and the Experiences of Multilingual Teachers of Writing

PDF Version Abstract We offer an in-depth look at how a Black-led nonprofit, Life Pieces To Masterpieces (Washington, DC), stepped up to the challenges of 2020 – the devastation of the pandemic and of yet another wave of anti- Black violence. We place this story alongside scholarship about democratic education and the value of generative… Continue reading Black Leadership and Shared Humanity: A Profile of Generative Reciprocity for Racial Equity

“ Editors’ Introduction: Finding Humanity and Community in Pandemic Scholarship ” | Jessica Pauszek & Steve Parks “Asian/American Movements Through the Pandemic and Through the Discipline Before, During, and After COVID-19” | Terese Guinsatao Monberg, Jennifer Sano-Franchini, and K. Hyoejin Yoon “Cultivating Empathy on the Eve of a Pandemic” | Caroline Gottschalk Druschke, Tamara Dean, Rachel Alsbury, Julia Buskirk, Margot Higgins, Eloise Johnson, Sharon Koretskov, Brad Steinmetz, Emma Waldinger, Samuel Wood, Carl Zuleger “Rerouting Place in Community-Engaged Teaching: Lessons from the Spatial Disruption of COVID-19” | Charles N. Lesh & Kevin G. Smith “COVID-19, International Partnerships, and the Possibility of Equity: Enhancing Digital Literacy in Rural Nepal amid a Pandemic” | Sweta Baniya, Kylie Call, Ashley Brein, Ravi Kumar “More Than Paper Islands: The Pandemic Circuitry of Quaranzines” | Jason Luther “Community Literacy as Justice Entrepreneurship: Envisioning the Progressive Potential of Entrepreneurship in a Post-Covid Field” | Paul Feigenbaum, Ben Lauren, & Dànielle Nicole Devoss “Embracing Disruption: A Framework for Trauma-informed Reflective Pedagogy “ | Jennifer Eidum “ISU Quarantine Journal Project: Reflective Writing, Public Memory, and Community Building in Extraordinary Times” | Lesley Erin Bartlett and Laura Michael Brown “Writing Historical Fiction Online: Community Digital Literacies in Regional Australia” | Sophie Masson, Lynette Aspey, Ariella Van Luyn “Inclusive and Meaningful Considerations of Failure: A Review of Failure Pedagogies: Learning and Unlearning What It Means to Fail edited by Allison D. Carr and Laura R. Micciche” | Whitney Jordan Adams “Review: Rewriting Partnerships: Community Perspectives on Community-Based Learning by Rachael W. Shah” | Megan McCool   Editorial Team Steve Parks & Jessica Pauszek | Co-Editors Heather Lang | Web Editor Trenton McKay Judson | Assistant Editor Romeo García | Book Review Editor Tori Scholz | Copy Editor

Abstract This essay tracks Asian/American movements through the COVID-19 pandemic and through the discipline over time. Using a listing methodology with attention to space and place, we historicize how discourses of disease, contagion, and infection have been used to fuel yellow peril rhetorics in the service of anti-Asian racism since at least the 1850s, drawing… Continue reading Asian/American Movements Through the Pandemic and Through the Discipline Before, During, and After COVID-19

Abstract In this article, we share our reflections as a teacher, students, and community organization on establishing an international community partnership course that drew United States’ Virginia Tech University students into dialogue with the Nepal-based Code for Nepal (registered as a non-profit in the US), an organization that serves rural communities by enhancing digital literacy… Continue reading COVID-19, International Partnerships, and the Possibility of Equity: Enhancing Digital Literacy in Rural Nepal amid a Pandemic

Introduction Located in Austin, TX, Latinitas describes itself as one of the only bilingual tech organizations in the U.S. and prides itself for creating the first digital magazine made for and by Latina youth. In 2002, Latinitas was developed as a project by a group of undergraduate students in a Latinos in Media course at… Continue reading Embedding La Cultura: Digital Engagement by a Latinx Nonprofit Organization

Chicanx Consciousness Chicanx filmmakers are consciously aware of negative reproductions or unproductions (meaning no representations) of themselves in mainstream motion pictures. It is a fact that Chicanx are underrepresented in mainstream cinema. Although Hispanics represent 18% of the U.S. population and contribute 21% percent of U.S. box office revenue, only about 5% percent of actors… Continue reading Chicanx Filmmaking: Producing the Next Generation of Resilient Cinema

April Baker-Bell’s Linguistic Justice: Black Language, Literacy, Identity, and Pedagogy (2020) urges literacy teachers and researchers to recognize and understand how Anti-Black Linguistic Racism oppresses Black Language-speakers in the classroom. Anti-Blackness is a deeply-rooted problem in education that is exacerbated by educators upholding white linguistic hegemony. Despite the effort by scholars and educators to dismantle… Continue reading Book Review: Linguistic Justice: Black Language, Literacy, Identity, and Pedagogy by April Baker-Bell

The two of us writing this review of Aja Martinez’s (2020) Counterstory: The Rhetoric and Writing of Critical Race Theory have been colleagues with offices next door to one another for seven years at the University of Delaware. As a White and deaf tenured faculty member with expectations for research built into her workload, Stephanie’s… Continue reading Book Review: Counterstory: The Rhetoric and Writing of Critical Race Theory by Aja Martinez

Drawing on methods of composite counterstory, specifically to “derive sources from existing literatures, social commentary, and the author’s professional/personal experiences,” (Martinez 2014, 69) this review will feature and weave throughout the text its composite character Dani, whose story begins at her first encounter with Aja Martinez. Setting. Dani, a first-year graduate student, arrives with great… Continue reading Book Review: Counterstory: The Rhetoric and Writing of Critical Race Theory by Aja Y Martinez

During the final semester of my junior year of college, I connected with my advisor about the prospect of graduate school. I entered his office on a sunny spring afternoon and sat down beside his desk, staring at the intimidating rows of Shakespeare, Chaucer, and John Donne books on his bookshelf. The professor, Dr. Little,… Continue reading Book Review: Counterstories: The Rhetoric and Writing of Critical Race Theory by Aja Martinez

As the reach of community engaged writing has expanded, it has come to offer a uniquely powerful contribution to a college education, well beyond service. We have the opportunity to make a visible, cross-disciplinary case that embraces this remarkable diversity in a compelling public argument—one that can link vision with new evidence of genuine educational… Continue reading The Consequences of Engaged Education: Building a Public Case by Linda Flower

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… Continue reading Everyone is a Writer: The Story of the New York Writers Coalition by Aaron Zimmerman

With increased interest in communityengaged course design, instructors across the United States are looking for ways to encourage their students to become more connected with their local contexts and the larger communities surrounding their university’s walls. Moving beyond a “feel good” approach to making college courses more meaningful, I think it is crucial that educators… Continue reading Community-Based Writing with Latinx Rhetorics in Milwaukee by Rachel Bloom-Pojar, Julia Anderson, & Storm Pilloff

This paper traces strategies and successes—for both students and community partners—in the implementation of service learning within my English 353: Chicana/oLatina/o Literature classes at California State University Channel Islands. In order to bridge university culture and the farmworker communities that work and live alongside the university, in consultation with community partners, we created bilingual reading… Continue reading Learning to Value Cultural Wealth Through Service Learning: Farmworker Families’ and Latina/o University Students’ Mutual Empowerment via Freirean and Feminist Chicana/o-Latina/o Literature Reading Circles by Georgina Guzmán

This analysis uses a critical race framework from African American literary studies (Morrison 1993, McBride 2001) to locate discourses of whiteness circulating between the texts of prison-based scholar-practitioners and their imprisoned counterparts, considering how those rhetorical economies risk marginalizing prisoners in an already vexed space. Recognizing the role of affect and bodily ritual in shaping… Continue reading Bodily Instruments: Somatic Metaphor in Prison-based Research by Libby Catchings

This profile examines “Writing for Advocacy,” a pair of Spring 2018 courses designed around community engagement and project-based learning. Supported by a grant from Conexión Américas and the Tennessee Educational Equity Coalition (TEEC), Christian Brothers University (CBU), a regional leader for educating undocumented students, provided a fertile space for a course that leveraged student voices… Continue reading Writing for Advocacy: DREAMers, Agency, and Meaningful Community Engaged Writing (Course Profile) by Jeffrey Gross & Alison A. Lukowski

During the Summer 2019 semester, Writing & Rhetoric students at Florida International University, a public Hispanic-Serving Institution in Miami, Florida, engaged with Muted Group Theory to both understand and challenge the silencing of immigrant voices. Specifically, the FIU students, the majority of whom identified as Hispanic, created video messages for a local third grade class… Continue reading The Muted Group Video Project: Amplifying the Voices of Latinx Immigrant Students by Christine Martorana

This article connects the author’s practice, Fulkerson’s “map” of composition studies, and insights from critical race studies, specifically whiteness studies, to argue that even though many or even most community-based writing courses fit into a critical/cultural studies-type philosophy, such an orientation is limited. The article argues for “community-engaged procedural rhetorical,” in which students would learn… Continue reading Between Civility and Conflict: Toward a Community Engaged Procedural Rhetoric by Hannah Ashley

This article traces the development of a sophomore composition service-learning course, using data gathered from a formal qualitative study as well as subsequent teacher reflection. Course redesign has been guided by the need to balance the initial emphasis on and measurement of academic outcomes with exploration of the ethics of service. The author shares her… Continue reading Ethics and Expectations: Developing a Workable Balance Between Academic Goals and Ethical Behavior by Catherine Gabor

This article chronicles changes in the author’s service-learning pedagogy, concentrating on his recent attention to genre and its consequences for course design. The cumulative influences of rhetoric, discourse community theory, collaborative assignments, and genre theory are traced. The core claim, however, is that instructors should help students grasp the concept of genre as social action.… Continue reading Genre Analysis and the Community Writing Course by Thomas Deans

Meaningful change through service learning can only occur If service learning ladder, build “embedded” relationships with community organizations. The paradox is that the more engaged the relationship, the more intense the issues of race, class and power. Institutional racism tempts white activists to assume they know what Is best for a community. If they give… Continue reading The Art of Knowing Your Place: White Service Learning Students and Urban Community Organizations by Steve Zimmer

In the past fifteen years, American colleges and universities have embraced service-learning with active enthusiasm. Campus Compact, the national service learning organization of university presidents, began in 1985 with three members; today, it has almost 700 member campuses where students annually engage in an estimated 22 million hours of service activities linked to their academic… Continue reading “Welcome to Reflections” by Nora Bacon & Barbara Sherr Roswell

This article underscores the importance of examining community-based writing in practice. It traces the evolution of an “International Connections” service-learning project from a well-intentioned add-on to a thoughtful and critical component of a writing course. Distilling best practices from recent service-learning literature, the article concludes with a call for 1) integration of the service-learning project… Continue reading Tapping the Potential of Service-Learning Guiding: Principles for Redesigning Our Composition Courses by Cheryl Hofstetter Duffy

Research on early Latino/a immigration in the deep South is minimal largely because of the Black and White racial dichotomy that pervades the South. New Orleans has a rich Latino/a and Spanish presence, yet little research covers Latino/a immigration from the 1700s to the mid- 1900s. This paper will trace the early history of Latino/a… Continue reading Our Southern ‘Roots’ in New Orleans: Early Latino/a Immigration and Its Relevance to a Post-Katrina World by Cristina Kirklighter

Victor Villanueva studies the intersections of rhetoric and racism. He is the recipient of the 2009 CCCC Exemplar Award, which honors scholars whose work represents the best our field has to offer. Villanueva also won NCTE’s David H. Russell Award for Distinguished Research in the Teaching of English and CEE’s Richard Meade Award for Research… Continue reading Interview: Victor Villanueva, Washington State University by Brian Bailie, Collette Caton, Rachael Shapiro

This collaboratively written essay explores and advocates for the rich potential of community -university educational activist partnerships for praxis-oriented learning that enrich the lives of all by unleashing the collective power of students, teachers, and community members. Offering four perspectives from such a collaboration in Minnesota, a place that has been a magnet for national… Continue reading A Dream Deferred? Building Activists for Educational Justice, Access, and Equity by Alondra Kiawitl Espejel et. al.

The erosion of Indigenous food systems as part of European and Euroamerican colonization has resulted in a parallel erosion of Indigenous health, lands, and cultural knowledge. In rural southeastern North Carolina, residents of Robeson County are primarily Lumbee Indians who have been impacted by economic, ecological, and health concerns resulting from colonialism’s historical legacy, even… Continue reading More ‘Native’ To Place’: Nurturing Sustainability Traditions through American Indian Studies Service Learning by Jane Haladay

This essay theorizes a pedagogy of responsibility as an alternative to place-based and critical pedagogies that offers to ground students in deep ethical obligation. Using Emmanuel Levinas’s ethics, I suggest that place may function as a trace of the Other that reminds the self of her responsibility. By analyzing a case study of a place-based… Continue reading Sustainability, Place, and Rhetoric: A Case Study of a Levinsian Pedagogy of Responsibility by Sarah Hart Micke

In the moment of transition between summer and fall, the events in Charlottesville called into question the United States’ commitment to equality, equal rights, and racial justice. It is a question that has been asked before, of course, by individuals, such as Martin Luther King, Jr. and Angela Davis, as well as organizations, such as… Continue reading Editors’ Introduction by Steve Parks & Jessica Pauszek

Frankie Condon implores her audience to imagine new ways of performing anti-racist activism and pedagogies throughout her book: I Hope I Join the Band: Narrative, Affiliation, and Antiracist Rhetoric. For Condon, building an antiracist epistemology involves an individual’s ability to weave together the affective and spiritual dimensions of knowing alongside of multiple stories, which highlight… Continue reading Review: I Hope I Join the Band: Narrative, Affiliation, and Antiracist Rhetoric by Kelly A. Concannon

This paper draws on two sources to theorize gender literacy. First, it examines several influential theories of social change embedded in community literacy scholarship. Next, it uses two of these theories to analyze qualitative data from an after-school program. In this program, university students mentored Latina middle-school students to promote both gender literacy and academic… Continue reading Views of Girls, Views of Change: The Role of Theory in Helping Us Understand Gender Literacy and Gender Equity by Gwen Gorzelsky, Frances J Ranney, & Hillary Anne Ward

The author conducted a seven-month ethnography of literacy practices in Mexico in 2003-2004 and returned in 2013 to conduct a follow-up inquiry. This essay traces both the researcher’s disillusionment with traditional, school-based literacy programs, curricula, and assessment consortiums as practiced in many postcolonial countries, and her growing interest in what she calls “ecological literacy.” The… Continue reading Nomadic Thinking and Vagabond Research: Identifying and Exploring Ecological Literacies by Anne-Marie Hall

In Scalawag: A White Southerners Journey through Segregation to Human Rights Activism, Dr. Edward Peeples traces his personal journey from being compliant with the status quo of racial codes to becoming a fighter for social justice. His journey was never an easy one, but his experiences remind us of two important principles: we must remember… Continue reading Review: Scalawag: A White Southerner’s Journey through Segregation to Human Rights Activism by Candace Epps-Robertson

Dr. Edward H. Peeples’ career as an activist and academic spans some forty years and reads like a how-to on combining scholarship and activism. Just as amazing as his career was the journey to it. Growing up in the south entrenched in Jim Crow, one might assume that Peeples would have continued down the path… Continue reading Where is the Finish Line in the Race Race?’ An Interview with Dr. Edward Peeples by Candace Epps-Robertson

Community literacy workers and publicly engaged teachers of writing have long been concerned with questions not only of learning and writing, but also of social change, equity, and justice. Whether we trace roots through Myles Horton’s Highlander School to critical pedagogy and activism (Branch) or through more institutionally focused efforts of land-grant colleges and organizations… Continue reading Review: Democracies to Come: Rhetorical Action, Neoliberalism, and Communities of Resistance by Moira Ozias

Francisco and Miguel’s research agenda is centered in educational leadership and community development. Their work is interdisciplinary and is situated within the intersectionalities of identity formation, race, class, gender, plática and story. In operationalizing this work, Guajardo and Guajardo employ an epistemological construct congruent with their research partners that challenges higher education to engage in… Continue reading The Power of Platica by Francisco Guajardo & Miguel Guajardo

Out in the middle of nowhere, there lies a bundle of buildings and in this bundle of buildings lies a space to discuss sensitive subjects safely. The door opens, the class begins, the time passes and the question gets asked: “How do you feel when someone calls you a wetback?” Blank stares look back at… Continue reading Review: Presumed Incompetent: The Intersections of Race and Class for Women in Academia by Iris D. Ruiz

This essay explores the pedagogical lessons of student-inmate peer reviews conducted during a prison outreach project in a first-year composition class. Collaborative writing between inmates and students reveals the positive outcomes that can result from strong mutuality in community-based learning relationships. Through a qualitative analysis of student reflection papers and prisoner oral reflections, this essay… Continue reading Prison Collaborative Writing: Building Strong Mutuality in Community-Based Learning by Grace Wetzel with a response by “Wes”

It is well known that in the United States White European American (WEA) cultural practices are the norm. These ideologies appear ubiquitously, but are especially prevalent in spaces like universities, where WEA cultural practices have a long history of normalcy. For example, although not often stated, university classes are heavily guided by WEA ideologies. This… Continue reading An Invitation to a Too-Long Postponed Conversation: Race and Composition by Octavio Pimentel

This article presents an interdisciplinary advanced honors course: Gender, Sexuality, Race, and Marginalized Communities. Through this course and its service-learning applications, students discovered that discourses of gender, sexuality, and race are not simply theoretical ultimately, they impact people’s lives. I include an explanation of the curriculum and the service-learning applications in my design and facilitation… Continue reading Serving the Public: Gender, Sexuality, and Race at the Margins by Jill McCracken

What is the origin of oppression? Why do we hear so much about it from some circles, and yet can rarely identify it when it confronts us in our everyday lives? Charlie Manter and I, April Maltz, set out to answer this question within the context of our Honors Seminar, Gender, Sex, Race, and Marginalized… Continue reading Genetic Oppression by April Maltz and Charlie Manter

In Digital Griots: African American Rhetoric in a Multimedia Age, a provocative new addiction to the CCCC Studies in Writing and Rhetoric series, Adam Banks offers a fresh perspective on the relationships between race, technology, and scholar-activism. Like the figure of the griot—a masterful storyteller who simultaneously preserves and shapes history—Banks mashes up past and present… Continue reading Review: Digital Griots: African American Rhetoric in a Multimedia Age by Adam J. Banks reviewed by Steph Ceraso

The proportion of young women in the juvenile justice system has increased substantially since the nineties, yet the rhetoric surrounding them remains under-studied and under-critiqued. The oppressive nature of this rhetoric thwarts the achievement of gender equity in juvenile justice, undermining the reforms that have been recommended over years of research. The following analysis examines… Continue reading Subalternity in Juvenile Justice:Gendered Oppression and the Rhetoric of Reform by Tasha Golden

This article describes the value of cross-campus collaborations for community-based learning. We argue that community-based learning both provides unique opportunities for breaking academic silos and invites campus partnerships to make ambitious projects possible. To illustrate, we describe a course “Writing for Social Justice” that involved created videos for our local YWCA’s Racial Justice Program. We… Continue reading Name It and Claim It: Cross-Campus Collaborations for Community-Based Learning by Beth Godbee & Elizabeth Andrejasich Gibes

This study examines the intersection of the “bootstraps” American Dream and the América envisioned by four first-generation U.S. Latinx sixth graders in an urban English Language Learners class. The students participated in a joint Photovoice writing and photography project about the American Dream with students from a liberal arts college and articulated the importance of… Continue reading Writing our own América: Latinx middle school students imagine their American Dreams through Photovoice by Zak K. Montgomery & Serena B. O’Neil

Co-authored by a professor and two undergraduates and drawing on interviews with community partners, this essay analyzes a community writing project to document the Civil Rights Movement in a northern city. In collaboration with a local African American history museum, students interviewed 22 African Americans ranging in age from 62-90 years old who lived in… Continue reading Counternarratives: Community Writing and Anti-Racist Rhetoric by Laurie Grobman, Elizabeth Kemmerer, & Meghan Zebertavage