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2018
Volume 73, Issue 4
  • ISSN: 0010-096X
  • E-ISSN: 1939-9006

Abstract

In this praxis-focused article, I reflect on incorporating what disability justice activists call “collective access” into the composition classroom through a semester-long, class-wide “Accessibility Best Practices” assignment. I show how asking students to recursively address access together helped them approach writing itself as a collaborative and revisionary process.

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/content/journals/10.58680/ccc202232016
2022-06-01
2024-02-26
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  • Article Type: Research Article
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