The women’s talking group featured in this article theorizes the community literacy practice of thanduk—“setting something aside”—that members practice together. Sanduk—with an s and translated as Arabic for “box”— has a long, well documented history involving informal, rotary credit and savings associations practiced among people in Africa and of African descent. Rather than using the s, the group’s spelling is distinctively Nuer— thanduk—harkening back to indigenous versions of the practice documented throughout areas of East Africa and beyond. Thanduk invokes nommo, a distinctly African spiritual and philosophical value that strives for harmony and balance among interdependent members of a community. This article aims to make legible how the women in this study employ thanduk to thwart the transnational, intergenerational impacts of indirect colonial rule and neoliberal economics in pursuit of individual and collective thriving.

It is not typically the bent of infrastructure to be continually responsive in a way that is expansive and inclusive; instead, for newcomers or those with alternative histories, aims, vision, values, and perspectives, the inertia of infrastructure is more likely to be experienced as infrastructural breakdowns. We ask: What might wisdom look like in these “structured” encounters? That is, what is the intellectual work of rhetoric on those thin ledges where institutional chronos shapes and limits possibilities for knowledge work and working relationships among people who likely would not have otherwise met? In response, we advance a framework for a constructive approach to infrastructure—one that prizes deliberation over rationalization and actively attends to the warrants underlying calls for public engagement. We first consider the relationship between infrastructure, rhetorical wisdom, and the imagination of possibilities, then lay out a framework for cultivating rhetorical wisdom in response to infrastructure breakdowns.

Almost by definition, resisting the insidious convenience of the mainstream food supply requires persistence. This is especially true for food projects requiring fermentation—projects that unfold over days or weeks and require day-to-day science in kitchens where variables can be hard to control and where some degree of periodic failure is almost inevitable. In this article, a team of writers—scholars and community members—dramatizes a joint inquiry from which emerged a composite portrait of what we have come to call mindful persistence—an existential yet collaborative engine that drives our food literacies. Dialogic text features highlight the situated insights of individual writers, indicating that while this team shares an interest in fermentation, this interest does not require or assume identical understandings of the science of fermentation or similar positions in the probiotic debate surrounding contemporary fermentation practices. Instead, what is shared is a mindful persistence that scaffolds reflective action in this dynamic problem space.

This article analyzes a group of Gambian-American college writers creating an alternative public to challenge the patronizing norms operating in prevailing “aid-to-Africa” rhetorics. These young rhetors evoked performative genres and hybrid discourses so that members of their local public (the African nationals, African American professionals, white educators, fellow students, Muslim elders, conservative Christian community leaders) might themselves embody more productive self-other relations as they considered together the issue that drew them together publicly: the often hidden and insidious ways that cultural gender norms limit young African women’s ability to thrive, whether in the U.S. or in the Gambia.

As a distinct geographically situated production of public record of daily events that is often imbued with the ideals of the community it serves, the daily newspaper, and the editorial pages in particular, holds a powerful space in the collective mind as a forum and litmus for community opinion. This essay provides a case analysis of community opinion on sustainability and sustainable development in the small island nation of Bermuda through letters to the editor in the country’s daily newspaper, The Royal Gazette. These letters, published in that powerful space through invested and dynamic local media literacy sponsorship, illustrate the potential for effective discourse on environmental sustainability that, at least in Bermuda, constitutes productive community activism in its own right and also fosters additional literate social action.

Reader response between between Jessica Restaino and Elenore Long.

"Educating Future Public Workers: Can We Make Inquiry Professional?" begins with an observation: students in CIT 300: Communicating in the Helping Professions are preparing for the very human service careers that caused community residents in Ellen Cushman's The Struggle and the Tools such grief. Exploring options from community literacy research for addressing this contradiction, the paper commends a problem-based pedagogy focused on collaborative inquiry and knowledge building designed to represent the agency and expertise of others. The paper dramatizes this model of rhetorical education through the work of a pre-professional named Hillary who interned at a shelter for women and children seeking sanctuary from domestic abuse. The paper follows Hillary conducting a series of "rival readings" on the shelter's no dating policy with theorists, professionals, and, most importantly, those most directly affected by the rule: the shelter's residents. "Educating Future Public Workers" argues that community-based rhetorical research can offer faculty and students outside of English both a theoretical frame and a practical guide to community partnerships.

This paper develops a rhetorically centered model of community literacy in the theoretical and practical context of local publics—those spaces where ordinary people develop public voices to engage in intercultural inquiry and deliberation. Drawing on fifteen years of action research in the Community Literacy Center and beyond, the authors characterize the distinctive features of local publics, the deliberative, intercultural discourses they circulate, and the literate practices that sustain them. They identify four critical practices at the heart of community literacy: assessing the rhetorical situation, creating local publics, developing citizens’ rhetorical capacities, and supporting change through the circulation of alternative texts and practices.

Click to increase image sizeClick to decrease image size Notes We would like to acknowledge Richard L. Enos for his careful readings of initial drafts and for his thoughtful suggestions along the way. We would also like to thank James Murphy for his useful comments regarding our manuscript. Finally, we are especially grateful to Takis Poulakos not only for his scholarship that works to open up a space for Isocrates but even more so for his insightful readings and challenging comments that indicated a tincture of hope in earlier drafts of our paper.

Abstract Karen Burke LeFevre's Invention as a Social Act Carbondale, IL: Southern Illinois UP, 1987. xi + 173. Chaïm Perelman, Rhetoriques. Edited with a preface by Michel Meyer. Editions de l'Université de Bruxelles, 1989, 470 pp.