Rachel Bloom-Pojar

Associate Professor, Rhetoric, Professional Writing & Community Engagement


PhD, Rhetoric and Composition, University of Kansas
BA, English and Spanish, Creighton University

Areas of Research and Teaching 

My research interests include community literacies, rhetorics of health, feminist ethnographic research, language access, and reproductive justice. I am currently working on a project with promotores de salud (health promoters) who work with reproductive and sexual health education in Wisconsin. During the 2020-2021 academic year, I'll be in residency at Planned Parenthood of Wisconsin to advance this research as a Mellon/ACLS Scholars and Society Fellow in their community education department with the promotores de salud program.

Selected Publications

Bloom-Pojar, Rachel and Danielle DeVasto. (2019). “Visualizing Translation Spaces for Cross-Cultural Health Communication.”  Present Tense, Vol 7, Issue 3. Special Issue on Contextualizing Care in Cultures: Perspectives on Cross-Cultural and International Health and Medical Communication, edited by Kirk St.Amant and Elizabeth L. Angeli.

Bloom-Pojar, Rachel, Anderson, Julia, & Storm Pilloff (2019). "Community-Based Writing with Latinx Rhetorics in Milwaukee." Reflections: A Journal of Community-Engaged Writing and Rhetoric 18(2): 36-65.

Bloom-Pojar, Rachel. (2018). Translanguaging outside the Academy: Negotiating Rhetoric and Healthcare in the Spanish Caribbean. The National Council of Teachers of English: Studies in Writing and Rhetoric Series. 

Gonzales, Laura and Rachel Bloom-Pojar (2018).​ “A Dialogue with Medical Interpreters about Rhetoric, Culture, and Language.” Rhetoric of Health and Medicine 1(1-2): 193-212.

Bloom-Pojar (2018). “Translingual Rhetorical Engagement in Transcultural Health Spaces.” Methodologies for the Rhetoric of Health and Medicine. Eds. Lisa Meloncon and J. Blake Scott. New York: Routledge. 214-234. 

Bloom, Rachel. (2014). “Negotiating Language in Transnational Health Care: Exploring Translingual Literacy through Grounded Practical Theory.” Journal of Applied Communication Research 42(3): 268-284.