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9/16/2019 Thoughts

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

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9/15/2019: Care Work: Dreaming Disability Justice by Leah Lakshmi Piepzna-Samarasinh

Today in #AntiAbleistComposition is Care Work: Dreaming Disability Justice by Leah Lakshmi Piepzna-Samarasinha. It’s the anchor text for my course proposal for the Spring. And, not too long from now, we’ll be recognizing this text as essential reading in rhetoric and composition.

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9/14/2019: Stephanie Kerschbaum’s “Anecdotal Relations” and Christina V. Cedillo’s “What Does It Mean to Move?”

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.

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9/13/2019: Anne-Marie Womack’s “Teaching is Accommodation”

The first piece of scholarship I’d like to curate is Anne-Marie Womack’s 2017 article in College Composition and Communication titled “Teaching is Accommodation: Universally Designing Composition Classrooms and Syllabi.”

From Womack’s professional webpage via Tulane University:

Anne-Marie Womack is Professor of Practice and Director of Writing at Tulane University. She completed her Ph.D. at Texas A&M University (2011), where she served as assistant in the Writing Programs Office and Coordinator of Instructional Technology. Her research focuses on disability studies, writing pedagogy, and evidence practices. Her work has appeared in CCC, Composition Forum, Pedagogy, and The Chronicle of Higher Education, and she recently coauthored the forthcoming edition of Reading and Writing for Civic Literacy: The Critical Citizen’s Guide to Argumentative Rhetoric with Donald Lazere. She has won several teaching awards at Tulane and Texas A&M University and is the creator of AccessibleSyllabus.com, a universal design guide for educators.

You can find the piece by clicking here or by using the citation information below.

Womack, Anne-Marie. (2017). “Teaching is Accommodation: Universally Designing Composition Classrooms and Syllabi.” College Composition and Communication, 68(3), 494-525.