Project MUSE®: Community Literacy Journal

Project MUSE®: Community Literacy Journal - Latest Articles https://muse.jhu.edu/journal/539 Project MUSE®: Latest articles in Community Literacy Journal. daily 1 2026-05-12T00:00:00-05:00 text/html en-US Vol. 5 (2010-2011) through Vol. 14 (2019-2020) Latest Articles: Community Literacy Journal TWO Project MUSE® Community Literacy Journal 2162-6324 1555-9734 Latest articles in Community Literacy Journal. Feed provided by Project MUSE® Editors' Introduction https://muse.jhu.edu/article/772116 Atatiana Jefferson's face shows on the large screen. Carmen Kynard looks straight at the audience packed into the Irvine Auditorium at University of Pennsylvania and asks us to consider how our teaching, our research, and our activism respond to the life and murder of Jefferson, a 28-year old Black woman fatally shot by police in her own home a week earlier. Kynard posed this question during her keynote address at the third biennial Conference on Community Writing as part of her overall challenge to community writing and literacy scholars, teachers, and activists not to confuse the job with "the work." In her essay "'All I Need Is One Mic': A Black Feminist Community Meditation on the Work, the Job, and the Hustle ... <a href="https://muse.jhu.edu/article/772133">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-12T00:00:00-05:00 https://muse.jhu.edu/journal/539/image/coversmall Editors' Introduction 2020-11-01 text/html en-US Editors' Introduction 2020-11-01 2020 TWO Project MUSE® 14239 2026-05-12T00:00:00-05:00 2020-11-01 "All I Need Is One Mic": A Black Feminist Community Meditation on the Work, the Job, and the Hustle (& Why So Many of Yall Confuse This Stuff) https://muse.jhu.edu/article/772117 At the heart of this essay1 is a series of narratives about classrooms and teaching in both undergraduate and graduate spaces. Classrooms represent geographies of Black Feminisms for me because, above all else, a critical/intersectional/anti-racist pedagogy in classrooms is the practice of a Black Feminist imaginative. I am not referencing "creativity," multimodalities, or some other tenet of liberal/progressive education, however, when I think about the imaginative. I am also not looking to John Dewey canons, open access policies, writing process theory, or tomes of progressive pedagogy that have abstractly centered benevolent whiteness for schools and classrooms and missed the concretization of Black feminist ... <a href="https://muse.jhu.edu/article/772133">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-12T00:00:00-05:00 https://muse.jhu.edu/journal/539/image/coversmall "All I Need Is One Mic": A Black Feminist Community Meditation on the Work, the Job, and the Hustle (& Why So Many of Yall Confuse This Stuff) 2020-11-01 text/html en-US "All I Need Is One Mic": A Black Feminist Community Meditation on the Work, the Job, and the Hustle (& Why So Many of Yall Confuse This Stuff) 2020-11-01 2020 TWO Project MUSE® 105372 2026-05-12T00:00:00-05:00 2020-11-01 Amplifying Community Voices through Public Art https://muse.jhu.edu/article/772118 For the past twenty years I've been utilizing public art and public spaces to create platforms for social change. I am a child of immigrants, a woman of color, a mother, a product of two people that experienced extreme poverty that led them to immigrate to this country. It is within this context that I see my work as an artist as cultural currency that I use to invest back into the communities I am connected to and to reflect what we contribute to our society.I understood early on that stories are powerful, especially within the context that they are told or represented. When I visited Colombia for the first time at age seven, I could see the spiritual richness of the people that shined brighter than the poverty ... <a href="https://muse.jhu.edu/article/772133">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-12T00:00:00-05:00 https://muse.jhu.edu/journal/539/image/coversmall Amplifying Community Voices through Public Art 2020-11-01 text/html en-US Amplifying Community Voices through Public Art 2020-11-01 2020 TWO Project MUSE® 22854 2026-05-12T00:00:00-05:00 2020-11-01 The Contemplative Concerns of Community Engagement: What I Wish I Knew about the Work of Community Writing Twenty Years Ago https://muse.jhu.edu/article/772119 I could not have given this same talk twenty years ago, or ten, or even five years ago. I am finding that experience—a kinder word for age—coupled with a contemplative practice brings humility and awareness, which is as close to wisdom as I'll ever get. I know a few things now that I didn't know when I began community-engaged teaching and didn't even know to ask.While experience will be each of your own best teachers (better than a middle-aged white woman offering advice), I hope that, through my stories, I can share a few lessons about what I now see as the contemplative call of community writing, which is at once personal, political, historical, and pedagogical. If we are going to do community-based work ... <a href="https://muse.jhu.edu/article/772133">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-12T00:00:00-05:00 https://muse.jhu.edu/journal/539/image/coversmall The Contemplative Concerns of Community Engagement: What I Wish I Knew about the Work of Community Writing Twenty Years Ago 2020-11-01 text/html en-US The Contemplative Concerns of Community Engagement: What I Wish I Knew about the Work of Community Writing Twenty Years Ago 2020-11-01 2020 TWO Project MUSE® 40662 2026-05-12T00:00:00-05:00 2020-11-01 Maria Varela's Flickering Light: Literacy, Filmstrips, and the Work of Adult Literacy Education in the Civil Rights Movement https://muse.jhu.edu/article/772120 In this article, I take up the adult education practices evident in the underrecognized and almost unstudied literacy work of Maria Varela, a Latinx Student Non-violent Coordinating Committee (SNCC) staff member in charge of developing literacy materials for African Americans in the South during the 1960s. Studying the integration of voice, text, and image in the filmstrips Varela composed for literacy programing complements and expands existing scholarship on adult literacy education practices in the Civil Rights Movement. I argue that the literacy materials Varela and African American communities collaboratively produced played a critical role in those communities developing a new ethos of place: an imagined and ... <a href="https://muse.jhu.edu/article/772133">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-12T00:00:00-05:00 https://muse.jhu.edu/journal/539/image/coversmall Maria Varela's Flickering Light: Literacy, Filmstrips, and the Work of Adult Literacy Education in the Civil Rights Movement 2020-11-01 text/html en-US Maria Varela's Flickering Light: Literacy, Filmstrips, and the Work of Adult Literacy Education in the Civil Rights Movement 2020-11-01 2020 TWO Project MUSE® 104725 2026-05-12T00:00:00-05:00 2020-11-01 "What Is It That's Going on Here?": Community Partner Frames for Engagement https://muse.jhu.edu/article/772121 I met Brenda Franco, a soft-spoken teenager with dark hair and soulful eyes, five years ago while I was interviewing community members involved in community writing1 partnerships. Brenda had just completed a semester-long collaboration between her high school class and a first-year composition class as part of Wildcat Writers, a secondary-university writing partnership program housed at the University of Arizona that links high school and college English students for joint field trips, writing exchanges, and collaborative curricular activities that range from participatory action research projects to poetry slams. The program is focused on college access for minoritized students and offers opportunities for both ... <a href="https://muse.jhu.edu/article/772133">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-12T00:00:00-05:00 https://muse.jhu.edu/journal/539/image/coversmall "What Is It That's Going on Here?": Community Partner Frames for Engagement 2020-11-01 text/html en-US "What Is It That's Going on Here?": Community Partner Frames for Engagement 2020-11-01 2020 TWO Project MUSE® 96526 2026-05-12T00:00:00-05:00 2020-11-01 Listening with šǝqačib: Writing Support and Community Listening https://muse.jhu.edu/article/772122 The name šǝqačib means "raising hands" and I use the name to guide me in my work. I decided early on when this class was created to use it as a metaphor. Everything I do is to raise my students—to lift them up.On a wet winter morning in 2016, I steer an SUV packed with volunteers from a non-profit education organization located on the north side of Seattle to Chief Sealth International High School in the city's southwestern corner. The car wends through an urban landscape in flux—past Amazon's rapidly expanding corporate forest in South Lake Union, near homeless encampments in SODO and the Industrial District, driving finally over the Duwamish Waterway, a superfund site previously blighted by aviation ... <a href="https://muse.jhu.edu/article/772133">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-12T00:00:00-05:00 https://muse.jhu.edu/journal/539/image/coversmall Listening with šǝqačib: Writing Support and Community Listening 2020-11-01 text/html en-US Listening with šǝqačib: Writing Support and Community Listening 2020-11-01 2020 TWO Project MUSE® 70169 2026-05-12T00:00:00-05:00 2020-11-01 Allies in Progress: The Public-School Institutions We've Ignored https://muse.jhu.edu/article/772123 California voters struck down race-based affirmative action in college admissions in 1998, leaving our universities scrambling for ways to continue enrolling a diverse student body. The University of California system responded soon thereafter by creating a number of outreach programs, among them UC Irvine's "Humanities Out There" program, known as HOT.As a doctoral student at UC Irvine, I was eager to work with HOT, not least because it reached students like those I had taught in nearby public schools. But did HOT work? Did it get these high schoolers excited about the humanities, make the humanities seem "hot"? And did it encourage them to see our university, and others like it, as a place for students like them? ... <a href="https://muse.jhu.edu/article/772133">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-12T00:00:00-05:00 https://muse.jhu.edu/journal/539/image/coversmall Allies in Progress: The Public-School Institutions We've Ignored 2020-11-01 text/html en-US Allies in Progress: The Public-School Institutions We've Ignored 2020-11-01 2020 TWO Project MUSE® 88052 2026-05-12T00:00:00-05:00 2020-11-01 Pedagogy of and for the Public: Imagining the Intersection of Public Humanities and Community Literacy https://muse.jhu.edu/article/772124 Who am I writing this for? Presumably, I knew the answer to that question even before typing it – determining one's audience is, after all, an essential feature of any writing process – but for the moment I would like to linger in doubt. So, I ask again, who am I writing this for? That question is a call to action just as much as it is a call for self-reflection, and it is motivated by hope just as much as it is anxiety. As a graduate student in the humanities, I find that it is quite easy to become fearful that my labor is performed for the sake of performing labor. Like the proverbial hamster on a wheel, I write in academic and cultural circles that may at times seem to move quickly and forcefully, but often in ... <a href="https://muse.jhu.edu/article/772133">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-12T00:00:00-05:00 https://muse.jhu.edu/journal/539/image/coversmall Pedagogy of and for the Public: Imagining the Intersection of Public Humanities and Community Literacy 2020-11-01 text/html en-US Pedagogy of and for the Public: Imagining the Intersection of Public Humanities and Community Literacy 2020-11-01 2020 TWO Project MUSE® 38965 2026-05-12T00:00:00-05:00 2020-11-01 When Tactical Hope Doesn't Feel Like Enough: A Graduate Student's Reflection on Precarity and Community-Engaged Research https://muse.jhu.edu/article/772125 In the spring of 2019, I found myself everywhere from courtrooms to classrooms, from the county clerk's office to crisis housing facilities. Enrolled in a graduate service-learning course about community writing research at my university located in Bloomington, Indiana, I went through the growing pains of trying to do thoughtful, ethical community-engaged work for the first time. I had a working understanding of some of the theoretical concepts central to the field of community writing, but as I continued to develop community partnerships, I began to think about how the ethical imperatives of this kind of work required me to pause and consider what Paula Mathieu calls the "risk and responsibility" of ... <a href="https://muse.jhu.edu/article/772133">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-12T00:00:00-05:00 https://muse.jhu.edu/journal/539/image/coversmall When Tactical Hope Doesn't Feel Like Enough: A Graduate Student's Reflection on Precarity and Community-Engaged Research 2020-11-01 text/html en-US When Tactical Hope Doesn't Feel Like Enough: A Graduate Student's Reflection on Precarity and Community-Engaged Research 2020-11-01 2020 TWO Project MUSE® 22388 2026-05-12T00:00:00-05:00 2020-11-01 "We Move Together:" Reckoning with Disability Justice in Community Literacy Studies https://muse.jhu.edu/article/772126 If you have seen me hobbling around at conferences with my cane—occasionally falling on my face—you might find me writing in response to a call for proposals about "where we stand" laughable as I can't stand very well at all. I realize the call to address "where we stand" in community literacy didn't intend ableism. But in a very serious sense, ableism, deeply interwoven with racism, misogyny, and other oppression, is historically embedded in the university and higher education structures and community literacy studies struggles with these complicated legacies.But I've found something of a disciplinary home in community literacy studies. I say this hesitantly, acknowledging my ability to access this space is ... <a href="https://muse.jhu.edu/article/772133">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-12T00:00:00-05:00 https://muse.jhu.edu/journal/539/image/coversmall "We Move Together:" Reckoning with Disability Justice in Community Literacy Studies 2020-11-01 text/html en-US "We Move Together:" Reckoning with Disability Justice in Community Literacy Studies 2020-11-01 2020 TWO Project MUSE® 51181 2026-05-12T00:00:00-05:00 2020-11-01 The 1967 Project https://muse.jhu.edu/article/772127 In 2017, Detroit recognized the fiftieth anniversary of the 1967 Detroit Rebellion, an event that stands as a major event in the history of the city and a significant marker of the social upheavals of the 1960s. The week-long series of events that took place in Detroit in July of 1967, which are alternately referred to as a rebellion, riot, uprising, disturbance, and revolution, continue to reverberate across the region as many Detroiters continue to identify the rebellion as a critical moment in the city's history and a cause of white flight and mass disinvestment from the city. The Detroit rebellion also continues to be a kind of national symbol of urban upheaval, represented by the release of Kathryn Bigelow's ... <a href="https://muse.jhu.edu/article/772133">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-12T00:00:00-05:00 https://muse.jhu.edu/journal/539/image/coversmall The 1967 Project 2020-11-01 text/html en-US The 1967 Project 2020-11-01 2020 TWO Project MUSE® 29852 2026-05-12T00:00:00-05:00 2020-11-01 Food for Thought: Constructing Multimodal Identities through Recipe-Creation with Homeless Youth https://muse.jhu.edu/article/772128 In the summer of 2011, as part of its "Arts and Character Training" program, the Orlando Repertory Theatre (The REP) located in Orlando, Florida enlisted my help to create and implement a digital storytelling residency for youth, aged twelve to fifteen, living at the Orlando Union Rescue Mission (O.U.R. Mission). Since 1948, O.U.R. Mission has served Orlando's homeless community by providing immediate physical needs, such as food and shelter. The REP, in addition to providing a full season of professional productions for family audiences, offers residencies and workshops for underserved communities in the greater Orlando area throughout the year.I had worked as a theatre teaching artist for a year when The REP ... <a href="https://muse.jhu.edu/article/772133">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-12T00:00:00-05:00 https://muse.jhu.edu/journal/539/image/coversmall Food for Thought: Constructing Multimodal Identities through Recipe-Creation with Homeless Youth 2020-11-01 text/html en-US Food for Thought: Constructing Multimodal Identities through Recipe-Creation with Homeless Youth 2020-11-01 2020 TWO Project MUSE® 41537 2026-05-12T00:00:00-05:00 2020-11-01 From the Book and New Media Review Editor's Desk https://muse.jhu.edu/article/772129 There is much work to celebrate in this issue and there is much to learn about reinvigorating, sustaining, and uplifting one another at a moment when so much feels uncertain due to COVID-19. One highlight from my semester of social distancing includes sharing "pandemic readings" with fellow writing teachers in the writing program where I teach at the University of Notre Dame. My colleagues and I recorded ourselves reading selections from books, excerpts from novels, song lyrics, and poems. We shared words and passages we love to entertain one another, to offer commentary, and try to connect as we sat stuck in our home offices day after day. As I reflect on the practice of offering a motley assortment of pandemic ... <a href="https://muse.jhu.edu/article/772133">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-12T00:00:00-05:00 https://muse.jhu.edu/journal/539/image/coversmall From the Book and New Media Review Editor's Desk 2020-11-01 text/html en-US From the Book and New Media Review Editor's Desk 2020-11-01 2020 TWO Project MUSE® 4942 2026-05-12T00:00:00-05:00 2020-11-01 Third Space: A Keyword Essay https://muse.jhu.edu/article/772130 We were newly appointed graduate WPAs at Ohio State. Both of us were interested in connecting Ohio State's First-Year Writing Program to the surrounding Columbus community, but neither of us were sure how to go about it—how to navigate the various institutional, social, and ethical issues involved in university-community engagement. We carried many of those uncertainties into a meeting with the Columbus Metropolitan Library's community engagement representative. During our first meeting, we learned that, for many students, the library serves as a 'third space' or a space where students spend the greatest amount of time between school and home. We didn't know it then, but this use of third space dovetails nicely ... <a href="https://muse.jhu.edu/article/772133">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-12T00:00:00-05:00 https://muse.jhu.edu/journal/539/image/coversmall Third Space: A Keyword Essay 2020-11-01 text/html en-US Third Space: A Keyword Essay 2020-11-01 2020 TWO Project MUSE® 48270 2026-05-12T00:00:00-05:00 2020-11-01 Rewriting Partnerships: Community Perspectives on Community-Based Learning by Rachael W. Shah (review) https://muse.jhu.edu/article/772131 Rewriting Partnerships: Community Perspectives on Community-Based Learning Rachael W. Shah University Press of Colorado, 2020, pp. 236As I read Rachael W. Shah's Rewriting Partnerships: Community Perspectives on Community-Based Learning, I found myself asking key questions for my own community-university partnerships. What should I be doing to support marginalized voices? How can I best encourage my students to take a "participatory posture" with community partners? (85). Which high school students can help me assess their partnership with my college composition students? Shah's insights on community voices and the politics of knowledge inspire me to engage more fully with my community partnerships at every turn. ... <a href="https://muse.jhu.edu/article/772133">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-12T00:00:00-05:00 https://muse.jhu.edu/journal/539/image/coversmall Rewriting Partnerships: Community Perspectives on Community-Based Learning by Rachael W. Shah (review) 2020-11-01 text/html en-US Rewriting Partnerships: Community Perspectives on Community-Based Learning by Rachael W. Shah (review) 2020-11-01 2020 TWO Project MUSE® 14583 2026-05-12T00:00:00-05:00 2020-11-01 Surrender: Feminist Rhetoric and Ethics in Love and Illness by Jessica Restaino (review) https://muse.jhu.edu/article/772132 Surrender: Feminist Rhetoric and Ethics in Love and Illness Jessica Restaino Southern Illinois UP, 2019, pp. 188Jessica Restaino's book, Surrender: Feminist Rhetoric and Ethics in Love and Illness, challenges scholars to see and write past the limits of their own methods and knowledges. She advocates for writing not only about what we know about rhetoric, but what we don't know. Restaino frames herself as a writer and researcher who is figuring out how to move forward after the loss of her friend Susan Lundy Maute to cancer, recognizing how experiences and people change us and deepen our understanding of ourselves and our ways of knowing and being.Restaino's writing values narrative in scholarly discourse ... <a href="https://muse.jhu.edu/article/772133">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-12T00:00:00-05:00 https://muse.jhu.edu/journal/539/image/coversmall Surrender: Feminist Rhetoric and Ethics in Love and Illness by Jessica Restaino (review) 2020-11-01 text/html en-US Surrender: Feminist Rhetoric and Ethics in Love and Illness by Jessica Restaino (review) 2020-11-01 2020 TWO Project MUSE® 15326 2026-05-12T00:00:00-05:00 2020-11-01 Changing the Subject: A Theory of Rhetorical Empathy by Lisa Blankenship (review) https://muse.jhu.edu/article/772133 Changing the Subject: A Theory of Rhetorical Empathy Lisa Blankenship Utah State University Press, 2019, pp. 159In Changing the Subject: A Theory of Rhetorical Empathy, Lisa Blankenship poses a new theory for interacting ethically with other human beings by underscoring the role pathos and empathy hold in understanding differences. She explains how rhetorical empathy helps us connect with one another. Blankenship, citing Krista Ratcliffe's Rhetorical Listening, continues the important movement in rhetoric and composition toward storytelling and listening as a means of understanding. She emphasizes the current polarization happening in the United States as her exigence for writing. The basis for this project is the ... <a href="https://muse.jhu.edu/article/772133">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-12T00:00:00-05:00 https://muse.jhu.edu/journal/539/image/coversmall Changing the Subject: A Theory of Rhetorical Empathy by Lisa Blankenship (review) 2020-11-01 text/html en-US Changing the Subject: A Theory of Rhetorical Empathy by Lisa Blankenship (review) 2020-11-01 2020 TWO Project MUSE® 14795 2026-05-12T00:00:00-05:00 2020-11-01