The article examines poor women's responses to direct and structural violence in Karachi, Pakistan, by combining goals and themes from liberation psychology with transnational feminism. We draw on interviews with Mohajir women survivors to analyse constructions of psychosocial trauma and attempts to rebuild post-conflict life-worlds, in a bid to understand the scope and contours of their agency within their `limit situations'. Although agency, resistance, and critical consciousness remain constrained by multi-layered power relations, women's narratives reflect crucial insights about social structures impacting their lives, and point to the need for interventions that integrate trauma alleviation and opportunities for local, national, and transnational grassroots activism, advocacy and policy initiatives.

This paper takes up a theoretical and empirical investigation of how two community-based projects for young women both create safety from community and domestic violence but how, in the process, discourses of multicultural inclusion define one site, and racist discourses of exclusion float through the other site. By relying on two intensive qualitative case studies of community-based organizations for girls, one exclusively White and working class and the other expressly multicultural and antiracist, we try to identify those structures and practices that support feminist, but inadvertently racist, work and those structures and practices that enable, at once, feminist and antiracist consciousness and praxis.

This article describes a research project intended to yield data about the state of writing across the curriculum at one urban college campus site. The research included collecting writing from all courses of a random sample of freshmensenior students during one college semester. Writing was coded and categorized according to audience and function. Data were analyzed, providing insight on, for example, audiences and functions by subject area and year and relationships between audiences and functions. Results indicate that teachers in the role of evaluators are the most prevalent audience for student writing and copied note taking, the most common writing function performed by students. Ultimately, the authors conclude by recommending a greater amount of writing to multiple audiences and for various functions.

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