Failure is a significant issue for researchers conducting community-engaged work. This article responds to calls to share research failures more transparently and to create reflective spaces for students to examine moments of failure. We offer our experience adapting three problem-solving strategies from a community literacy course (adaptive problem-solving, rivaling, and critical incident interviewing) to help each other revisit our own “failed” attempts at community-engaged work. By applying these problem-solving strategies to reflect on our experiences—advocating for graduate student parents, working with a summer literacy program, and collaborating with parents of disabled children—we show how these strategies can transform an initial sense of stigmatized failure into a longer process of inquiry and growth. Our approach, we believe, represents an important literate practice for community-based scholars, not only for those seeking to create more collaborative reflective space within university-community partnership, but also for novice scholars navigating the challenges of community-engaged work for the first time.

A “personally situated” approach to community-engaged rhetoric highlights the personal and performative dimensions of advocacy, which are often obscured in public and community-oriented frameworks. When applied to the advocacy practices of parents of disabled children within the context of special education, personally situated advocacy reveals how a strong personal commitment to advocacy within a highly institutionalized space can create unique and often difficult rhetorical challenges. By making these challenges more visible, personally situated advocacy suggests new possibilities for affiliation between community partners and community-engaged scholars.