Today in Anti-Ableist Composition is “Six Ways of Looking at Crip Time” by Ellen Samuels.
Today in Anti-Ableist Composition is “Automation and Disability: Labor Conditions in Robot Futurity” by Adam Hubrig.
The piece was published on September 17, 2019, in Watershed: An Independent Blog of Critical Theory by Graduate Students of English at the University of Nebraska-Lincoln.
From Adam’s professional webpage:
Adam is a graduate teaching assistant working on his Ph.D. in the Composition and Rhetoric at University of Nebraska-Lincoln.
Adam is energized by community/classroom collaborations. He currently serves as co-director of the Nebraska Writing Project, where he is enjoying a rich collaboration with the National Parks, the College, Career, and Community Writers Program, and the Husker Writers Program. He also serves as the co-director for the Writing Lincoln Initiative, as well as associate composition coordinator for UNL’s English Department.
A move toward an #AntiAbleistComposition is reimagining outcomes based instruction. Outcomes should be collaboratively reworked in each individual course and informed by writers’ embodied accounts of writing practice. A process of imagining otherwise instead of predetermined ends. –Cody
For today’s #AntiAbleistComposition feature, I’m sharing two open-access articles from Composition Forum.
First is Stephanie Kerschbaum’s “Anecdotal Relations: On Orienting to Disability in the Composition Classroom.”
Via Dr. Kerschbaum’s professional profile on the University of Delaware’s website:
“Stephanie L. Kerschbaum is an associate professor of English at the University of Delaware. Her first book, TOWARD A NEW RHETORIC OF DIFFERENCE, offers a theory of marking difference to understand how difference circulates and is taken up in everyday conversations and interactions. This theory is important for writing teachers and researchers who are interested in understanding how mundane, everyday interactions are consequential for broader cultural and institutional change. After its publication, it was awarded the “Advancement of Knowledge Award” from the Conference on College Composition and Communication.”
Second is Christina V. Cedillo’s “What Does It Mean to Move? Race, Disability, and Critical Embodiment Pedagogy.”
Via Dr. Cedillo’s professional profile on the University of Houston-Clear Lake website:
Christina Cedillo, Ph.D. is as an Assistant Professor of Writing and Rhetoric. She graduated from Texas A&M University in 2011 with her doctorate in English, specializing in rhetoric and composition. Her research focuses on the role of embodiment in communication, particularly in relation to race, gender, and disability. She also examines how mainstream teaching practices affect students from minoritized populations to consider how we can make education more inclusive of people from all cultures. Dr. Cedillo is also the Lead Editor of the Journal of Multimodal Rhetorics.