Today’s feature is “The Structural Vulnerability of Doctoral Students” by Kristina Gupta in Feminist Studies, vol. 44, no. 2, 2018, pp. 409-423.
From the article:
“Only admit graduate students if you can offer them a living wage and healthcare for five years. If this is not possible, at the very least be forthcoming with admitted students about the funding package in relation to local living costs and average time to degree and help students locate and apply for internal and external funding opportunities.” (418)
Today’s #AntiAbleistComposition feature is Authoring Autism: On Rhetoric and Neurological Queerness by Melanie Yergeau.
From the publisher – Duke University Press: “In Authoring Autism Melanie Yergeau defines neurodivergence as an identity—neuroqueerness—rather than an impairment. Using a queer theory framework, Yergeau notes the stereotypes that deny autistic people their humanity and the chance to define themselves while also challenging cognitive studies scholarship and its reification of the neurological passivity of autistics. She also critiques early intensive behavioral interventions—which have much in common with gay conversion therapy—and questions the ableist privileging of intentionality and diplomacy in rhetorical traditions. Using storying as her method, she presents an alternative view of autistic rhetoricity by foregrounding the cunning rhetorical abilities of autistics and by framing autism as a narrative condition wherein autistics are the best-equipped people to define their experience. Contending that autism represents a queer way of being that simultaneously embraces and rejects the rhetorical, Yergeau shows how autistic people queer the lines of rhetoric, humanity, and agency. In so doing, she demonstrates how an autistic rhetoric requires the reconceptualization of rhetoric’s very essence.”
Today’s #AntiAbleistComposition is a November 12, 2019, public letter written by Carmen Kynard titled “Letter to My Former College President and Provost: Why I Left.” The essay is published on her online publishing space at http://www.carmenkynard.org.
Carmen Kynard is a Professor and the Lillian Radford Chair in Rhetoric and Composition and Professor of English at Texas Christian University. Before TCU, she worked in English and Gender Studies at John Jay College of Criminal Justice as well as English, Urban Education, and Critical Psychology at the Graduate Center of the City University of New York. She interrogates race, Black feminisms, AfroDigital/African American cultures and languages, and the politics of schooling with an emphasis on composition and literacies studies. She has taught high school with the New York City public schools/Coalition of Essential Schools, served as a writing program administrator, and worked as a teacher educator. She has led numerous professional development projects on language, literacy, and learning and has published in Harvard Educational Review, Changing English, College Composition and Communication, College English, Computers and Composition, Reading Research Quarterly, Literacy and Composition Studies and more. Her first book, Vernacular Insurrections: Race, Black Protest, and the New Century in Composition-Literacy Studies won the 2015 James Britton Award and makes Black Freedom a 21st century literacy movement. Her current projects focus on young Black women in college, Black Feminist/Afrofuturist digital vernaculars, and AfroDigital Humanities learning. Dr. Kynard traces her research and teaching at her website, “Education, Liberation, and Black Radical Traditions” (http://carmenkynard.org).