This essay tracks Asian/American movements through the COVID-19 pandemic and through the discipline over time. Using a listing methodology with attention to space and place, we historicize how discourses of disease, contagion, and infection have been used to fuel yellow peril rhetorics in the service of anti-Asian racism since at least the 1850s, drawing connections between this history and contemporary anti-Asian racism in public spaces, in the discipline, and in academia. We conclude by revisioning how we move through disciplinary spaces, encouraging a situated recursive spatial movement as a way to advance an ethic of care and community.

his conversation/article resituates the concept of reciprocity, as it has been theorized and enacted in rhetoric, composition, and literacy studies, within a larger framework of social justice, one that recognizes legacies of struggle, survival and perseverance. When situated within the Filipinx indigenous notion of kapwa, reciprocity takes a temporal turn not only in recognizing that building trust and reciprocity happen repeatedly over time but also in recognizing how enacting reciprocity extends beyond initial research contexts, participants, and outcomes. Enacting reciprocity requires slowing down in time and working with others in social justice work strategically, tactically, and repeatedly over longer durations. To see ourselves as reciprocal beings means that we continually see ourselves as members of a larger community invested in making structural asymmetries legible and open to deep revision.

In gathering and circulating histories, the Filipino American National Historical Society (FANHS) enacts both community publishing and self-publishing models, as they have been defined in literacy studies. As a community institution situated within a larger constellation of counterpublics and dominant publics that have often overlooked, erased, and/ or misrepresented their histories, forms of ownership, access, and authority are central to the purpose of FANHS. In this article, I share how two modes of community/self publishing 1 , historical tours and archival practices, serve to (re)member community and prompt further community-sponsored selfpublishing projects.

Most discussions of service-learning focus on the potential pitfalls of working with students who inhabit relatively privileged positions. While this crucial concern deserves attention, it has limited our focus by encouraging students to cross borders, to encounter people different from themselves rather than to encounter something different within themselves or within their own communities. This approach may be particularly problematic for students of color whose education for social justice, citizenship, and historical consciousness might best be furthered by a writing, or might I say a “re-writing,” pedagogy that emphasizes recursive spatial movement through place over time—a “writing as the community” service-learning paradigm.