In this essay I bring together two spaces—street needle exchange and the university classroom—to explore harm reduction as an epistemological model that can be adapted pedagogically in our rhetoric, communications, and composition classes. I first identify capitalism in the classroom as an insistence on mastery and the relentless call to know, acquire, and achieve. I then offer harm reduction, a public health practice that rejects these iterations of capitalism, to instead ask how we might meet students where they are and how we might forego the rewards of telos for the discomfort of process and mess. I’ll argue in this piece that reducing the harms of capitalist-based writing and knowledge requires considered attention to the ways we are lured toward production (what we might even call “deliverables”). I explore the epistemological nodes of harm reduction—its emphasis on temporality and its privileging of process—as methods for teaching writing, rhetoric, and communications while also offering a pedagogical case study along the way.

This essay provides an overview of my experiences teaching Rhetoric of Health and Medicine (RHM) courses with an explicit health justice focus. I ground a discussion of pedagogical possibility by reflecting on my emerging course design, which centers reproductive justice—one example of a justice-oriented framework—as a site of learning and inquiry. In describing my course development and delivery, I suggest that a health justice approach to RHM instruction can be timely, contextually relevant, and challenging. Throughout the essay, I offer specific examples for the purposes of replication or adaptation for differently justice-oriented RHM teaching applications.

Complex health and medical contexts demand not only responsive, mutable research but also responsive, flexible pedagogies. Arguing for a shift from the dominant conception of pedagogy as a pre-planned, linear scaffold, this article proposes instead an approach—called Lego™ Learning—that re-conceptualizes instructional content as self-standing, short-term units or modules, much like Lego™ bricks. Because such modules have self-contained learning objectives and corresponding tasks, they can be shifted within a course or across courses as-needed. This approach allows rhetoric of health and medicine (RHM) instructional content to respond to, and prepare students for, the ever-changing exigencies and contexts of RHM-related work. It also encourages collaborations across classes, institutions, and other contexts. In this entry, we frame our discussion around four learning outcomes and teaching practices that can be facilitated through this approach, and we provide an extended example of an ongoing cross-institutional partnership that employs Lego™ Learning.

Nine people with mental health diagnoses wrote a dialogue to discuss how we navigate our conditions and ask for accommodations within an academic setting. We cogitate on the challenges of obtaining a diagnosis, how and when we disclose, the affordances and challenges of our symptoms, seeking accommodations, and advocating for ourselves. We consider how current scholarship and other perspectives are changing the conversation about mental health in the academy. We conclude that while the 2008 revisions to the Americans with Disabilities Act have addressed necessary accommodations, that those with mental health conditions are still seeking access.