Reflections 18.1 (Spring/Summer 2018)
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REFLECTIONS 18.1 (SPRING/SUMMER 2018). Reflections, a peer reviewed journal, provides a forum for scholarship on public rhetoric, civic writing, service-learning, and community literacy. Originally founded as a venue for teachers, researchers, students and community partners to share research and discuss the theoretical, political and ethical implications of community-based writing and writing instruction, Reflections publishes a lively collection of scholarship on public rhetoric and civic writing, occasional essays and stories both from and about community writing and literacy projects,…mehr

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REFLECTIONS 18.1 (SPRING/SUMMER 2018). Reflections, a peer reviewed journal, provides a forum for scholarship on public rhetoric, civic writing, service-learning, and community literacy. Originally founded as a venue for teachers, researchers, students and community partners to share research and discuss the theoretical, political and ethical implications of community-based writing and writing instruction, Reflections publishes a lively collection of scholarship on public rhetoric and civic writing, occasional essays and stories both from and about community writing and literacy projects, interviews with leading workers in the field, and reviews of current scholarship touching on these issues and topics. CONTENTS OF ISSUE 18.1: Editors' Introduction by Laurie Grobman and Deborah Mutnick What Changes When We "Write for Change"?: Considering the Consequences of a High School-University Writing Partnership by Heather Lindenman and Justin Lohr Governing Sponsorship in a Literacy Support Program for Resettled Refugee Students by Michael T. MacDonald Research as Care: A Shared Ownership Approach to Rhetorical Research in Trauma Communities by Maria Novotny and John T. Gagnon Reaching Backyards and Board Rooms: Strategies for Circulation that 'Change the Conversation' by John J. Silvestro Literary Methods and Community Engagement: The Case of Katherine Mansfield's "The Garden Party" by Emad Mirmotahar Teaching with Vision, Teaching Social Action: An Interview with Dr. Kristie Fleckenstein b y Lauri B. Goodling Review of Class in the Composition Classroom: Pedagogy and the Working Class by Laurie Cella Review of Other People's English: Code-Meshing, Code-Switching, and African-American Literacy by Mack Curry IV Review of Brokering Tareas: Mexican Immigrant Families Translanguaging Homework Literacies and Community Literacies en Confianza: Learning from Bilingual After-School Programs by Megan Faver Hartline and Amber Montalvo Call for Submissions
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