Welcome to Part II of Blog Carnival 24: Multimodality, Social Justice, and Human-Centered Praxis. As we continue to amplify the amazing justice-oriented work instructors and practitioners are doing across our field, this second group of posts broadens our scope. While authors continue to explore innovative approaches in First-Year Composition, Part II expands into Technical and Professional Communication (TPC), digital rhetoric, content creation, and diverse Writing Program Administration roles, including Writing Center and training faculty across the disciplines.
The nine posts featured here demonstrate how multimodality acts as a powerful intervention not just in our assignments, but in the ways we train faculty across the curriculum, operate our writing centers, and navigate our disciplines. Together, these pieces offer models for embodying social justice in our everyday pedagogical and administrative work.
Part II includes nine blog posts that incorporate multimodal frameworks and praxis:
- to document lived experiences and spatial narratives across the U.S.–Mexico border through the human-centered praxis of sonic digital humanities (José Manuel Flores Fuentes and Elizabeth Escobedo);
- to treat accessibility as a foundational social justice responsibility, ensuring that design is never an afterthought in the Technical and Professional Communication classroom (Shuvro Das);
- to reframe multimodality in faculty development spaces as a lens to examine disciplinary power and legitimacy (Rebecca Taylor);
- to navigate the complexities of writing center administration and staff training through an intersectional and human-centered design praxis (Kamila Albert);
- to resist the standardization of academic voices by empowering students to negotiate digital tools rooted in their own cultural contexts (Toluwani Odedeyi);
- to destigmatize reader experiences by validating multimodal reading as an inclusive but rigorous academic practice (Brady Hall);
- to encourage student agency and challenge oppressive academic structures by offering creative permission and multimodal choice in the classroom; (Molly Ryan);
- to scaffold equitable group collaboration and surface invisible labor using cultural narrative tropes, like the “5-Man Band” (Kathryn Burt);
- to build empathy, confidence, and community around mental health advocacy by translating digital content creation into academic rhetorical spaces (Samia Mehbub).
Thank you for reading, and we hope these pieces continue to encourage collective action in your own teaching and administrative spaces!
