“We Move Together:” Reckoning with Disability Justice in Community Literacy Studies

This article centers disability justice, an ongoing and unfolding project of LGBTQA disabled BIPOC, to help understand and challenge the work of community literacy studies. By putting community literacy studies in con- versation with disability justice through three themes— Nothing About Us Without Us,” “Access is Love,” and “Solidarity Not Charity”—this essay moves to unpack how community literacy can resist not only ableism but also the interlocking systems of oppression which support it

Enacting a Culture of Access in Our Conference Spaces

The article offers information on periodical\u27s rhetoric and writing studies conference held in September 2020. Topics discussed include prioritizing access in the service of love, justice, connection and liberation; proposing expansive frameworks for access in designing accessible writing classrooms and professional events; and major principles of definition of access, which reflect access\u27s complexity and liberatory potential such as dynamic, relational and intersectional

Midwestern Mythologies

This collection of poems works toward unpacking the complications of moving from one geographical center to another. Its poems aim to work out changing and strained relationships, expectations and environments. Advisor: Kwame Dawe

Preparing Citizens, Composing Publics: Composition Pedagogy as a Primer for Engaged Citizenship

This dissertation presents a vision for community-engaged composition pedagogy aimed at preparing students to be active citizens called composing local publics. The author draws on community literacy scholarship to trace the literacy practices observed across local activist and advocacy organizations to create a pedagogical approach. Rooted in this research, the author traces the trajectory of a writing course designed around these literacy practices and examines how they contribute to habits of active citizenship

Beyond Binaries of Disability in Writing Center Studies from Praxis: A Writing Center Journal Vol.19 No.1

In her introduction to the anthology Writing Centers and Disability, Allison Hitt argues for the importance of honoring the nuances and complexities of disabled student writers in writing center work (viii). In our provocation, we center these nuances and complexities of disability, not only for disabled people/people with disabilities¹, but also as these complexities might shape writing center praxis. Too often disabled experiences are not relayed in their complexity but are flattened by binary understanding of disability. We worry about the ways in which an understanding of disability in writing center studies is haunted by the stories nondisabled people tell about disability, about how Disability discourse in writing center research both opens and forecloses possibilities for disabled student writers and writing center instructors.University Writing Cente