In this community insight paper, we share conversations that took place over the course of two years that we believe shed light on the informal and less-recognized ways that humans forge trust as they design communication to help each other survive as communities in times of scarcity. We hope that this paper will legitimize the communication pathways and resource exchange that we believe make for a sustainable food system centered around abundance rather than deficit. In doing so, we also hope to start a greater conversation on how communities build trust and communication nimbly and quickly in times of crisis as policymaking often lags behind the needs of the community. As we saw during the COVID-19 food crisis, ad hoc communities fill the gaps that policymakers (such as the United States Department of Agriculture (USDA)) can't when infrastructures fail. We take inspiration from the plants around us, farmers, scientists, community members, and the individuals and mutual aid groups that came together during the food crisis to build trust and dialogue as the first (and often most responsive) step towards sustainable food systems.

This introductory dialogue invites readers to think with a range of scholars about the role of community engaged researchers in the field. It draws together a range of perspectives as way of honoring CER through both methodology and genre. The authors provide insight into their own experiences and draw attention to elements of CER that rarely get discussed and published.

This study investigates YouTube’s beauty community, an online group of women who make videos about makeup products and techniques. The videos contain makeup application instructions and challenge ideas about what is “usable” procedural discourse. They sometimes defy conventions for high production quality. Moreover, storytelling and instruction are integral to the rhetorical work of these tutorials. For the diverse groups in this community, procedural discourse also serves as a means of establishing credibility not otherwise afforded to them, as well as opportunities for identity- and relationship building.

This paper presents some of the difficulties and challenges that a writing instructor faced when integrating themes of race, gender, and sexuality into her pedagogy, as well as strategies that she developed to address those challenges. The author discusses the merits of building a pedagogy from what Alcoff (2000) refers to as “social location,” despite evidence that women in academia are already subject to gender bias in the classroom. Finally, the author presents a feminist writing pedagogy developed from her research on YouTube’s beauty community, a diverse community that includes many women of color entrepreneurs, in which she asks students to use their experiences, rhetorical knowledges, and feminist theories to question the nexus of professionalism and identity. A sample assignment is included.