This special issue opens a dialogue among scholars from across the disciplines who are grappling with the theoretical, ethical and practical issues inherent in negotiating difference when interacting with the “Other” in their work in community-based literacy programs. The contributors to this issue help shape a conversation long overdue in service-learning. Given its intentionally interdisciplinary scope and the refreshing range of theories, rhetorical styles, methods of analysis, settings and populations considered in its pages, this issue is, well, diverse.
A Journal of Community-Engaged Writing and Rhetoric