In this article, we discuss the unique challenges of Community-Engaged User Experience (CEUX) by using storytelling and present a framework of emergent patterns (brown, 2017) to make visible labor, practice, and messiness of the process of building, maintaining, and renewing partnerships with community members and partners. We share three models for CEUX engagements: one-to-many, many-to-many, and one-to-plural. Within the models, we detail the structure of each CEUX engagement, what students did, and the affordances and constraints of each model. In addition, we share thoughts or voices from the community partners or collaborators or students engaged in the projects. We conclude by connecting the models to the elements of Emergent Strategy in the section From Patterns to Possibilities where we call on fellow instructors and community partners to embrace abundance-oriented questions.

Using data sets from ethnographic research, this article examines how language minorities navigate textual regimes in disaster recovery procedures governed by bureaucratic recovery technologies. To discuss the impacts of Western climate governance regimes and alternative disaster recovery communication, this article traces rhetorical practices of transnational multilingual communities of color around a disaster relief program. I argue that community-engaged translation practices operate as the locus of rhetorical strategies against disaster recovery injustice.

This article reports on the three sessions of the 2021 ATTW Virtual Conference including the Keynote Address and connects them to three other sessions through the lens of social justice to navigate the intersections of language, access, material ecologies, and social infrastructures. Echoing the conference theme, I suggest that those sessions attend to material complexities and local conditions and help us recognize culturally and locally responsive approaches to discursive activities in research and pedagogy in the field of TPC and that this work helps technical communicators and educators sustain and advance disciplinary identities of which social justice scholarship is a central part. By using my reflections on the observed ATTW sessions, I conclude that we can adopt what I term ethical pragmatism as an actionable takeaway, which refers to practical approaches grounded in each community’s history, culture, and sociomaterial conditions.

This makerspace-based assignment is designed to cultivate students' literate agency and their awareness of semiotic resources in two-year college contexts. The maker movement in education has been predominantly studied in business, science, and engineering fields and in four-year colleges. Networking translingual and transmodal scholarship and the maker movement, I devised a makerspace-based writing assignment as a scaffolding project to support students' analysis on their digital practices in the corequisite developmental writing courses and the composition courses in a community college. Although students' responses varied, I argue that this assignment can benefit two-year college students and offer social implications in multiple ways: it can promote students' access to the emerging trend of the maker movement and DIY fabrication culture; it encourages students to employ their multilingual and multimodal resources with an awareness of their changing literate ecologies; it can help them build their literate agency and transfer the maker mindset to other rhetorical environments such as their workplace or discipline-specific writing situations.

In this article, I describe the challenges I encountered and the process I navigated in conducting discourse-based interviews (DBIs) with multilingual transnational participants in disaster recovery in the context of community-based research. Attending to the messiness and complexity of community-based research in the aftermath of human-induced climate change disasters, I created a revised form of the DBI by adding phenomenological and ecological approaches. In global contexts, transnational or language minority writers in community-based contexts often have limited rhetorical choices. By using two case studies from my larger datasets, and adapting DBI procedures with contemporary methodology in mind, I suggest how researchers can be more culturally sensitive to affective dimensions around interview situations and more ethically informed when they interview writers from marginalized communities and in post-traumatic situations.