Abstract

Too often, those new to community literacy work naïvely overlook issues of paternalism (Mathieu), the violent aspects of literacy (Baker-Bell, Pritchard, Stuckey), and the deep legacies of racism that shape engagement (Kannan). Or, as graduate students and novice community-engaged teachers learn about ethical challenges, they can become disillusioned and paralyzed (Feigenbaum). Mentoring others in community literacy therefore requires nurturing critical hope, which I define and theorize as a disposition that blends a commitment to act with an unflinching awareness of harmful dynamics enmeshed in community literacy.  Drawing on data from sixteen students in a graduate community literacy practicum, I introduce a provisional matrix for mapping orientations to critical hope and explore factors that influenced students’ movements across the matrix. The most impactful factors were not pedagogical choices in the class, but ecological factors shaping students’ lives and community experiences. Given this finding, I suggest that instructors, mentors, and professional development facilitators who work with those new to community literacy provide spaces for personal reflection on individual critical hope ecologies, and I raise questions to consider as our field learns to better support those who are entering the unwieldy and energizing work of community literacy.   

Journal
Literacy in Composition Studies
Published
2024-12-16
DOI
10.21623/1.11.2.2
CompPile
Open Access
OA PDF Gold
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  305. Note: The questionnaire below is reprinted in its entirety, but formatting and spacing have been changed.
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  306. MOTHERHOOD QUESTIONNAIRE
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  307. Thank you so much for filling out this questionnaire. Your voice and your experience are valuable. It may s…
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  308. The following section asks you basic information about yourself.
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  309. The following section asks you questions about how you currently communicate with your child(ren). If any o…
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  310. The following section asks you questions about what you say to your child(ren) in the letters you send to t…
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  311. The following section asks you questions about the other types of writing you might engage in. The purpose …
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  312. The following section asks you questions about being a mother who is incarcerated. The purpose of this sect…
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