As the number of multilingual students increases at small campuses in rural areas that lack multilingual composition programming, there is a need to explore pedagogical and institutional strategies that help to pool limited or emerging resources to promote language justice for multilingual students. This narrative case study looks at two small regional campuses’ efforts to advocate for and facilitate supports such as instructor training and tutoring programs for a growing multilingual population in Northeast Ohio.

This article analyzes online policy tools used by public participants to participate in complex environmental risk deliberation, specifically in terms of HVHF (high volume hydraulic fracturing). This article argues that institutional environmental deliberation tools, which are increasingly found online, are embedded in ideological discourse frames that are often at odds with public user ideologies. This article argues that environmental deliberation tools designed and created by stakeholders through participatory design models are more effective in promoting complex deliberations about environmental risk. Such participatory tools more clearly take into account environmental justice, intersectional and precautionary considerations.

In this study, I consider how public participants respond to institutionalized representations of environmental risk related to fracking. I am particularly interested in moments where participants, reporting marginalization when they attempt to understand or represent risk through environmental regulatory institutions, find or attempt to find agency to shift discussion points about environmental risk.