Exploring options from community literacy research for addressing this contradiction, the paper commends a problem-based pedagogy focused on collaborative inquiry and knowledge building designed to represent the agency and expertise of others. The paper dramatizes this model of rhetorical education through the work of a pre-professional ID named Hillary who interned at a shelter for women and children seeking sanctuary from domestic abuse. The paper follows Hillary conducting a series of “rival readings” on the, shelter’s no dating policy with theorists, professionals, and, most importantly, those most directly affected by the rule: the shelter’s residents.
A Journal of Community-Engaged Writing and Rhetoric