Skip to content
2018
Volume 75, Issue 1
  • ISSN: 0010-096X
  • E-ISSN: 1939-9006

Abstract

Drawing on disability studies analysis of institutional narratives of disability by composition and rhetoric scholars, this article theorizes “favor access.” Favor access gestures toward inclusion, but is steeped in the capitalist, colonialist logic of academic institutions in service of ultimately extractive, dehumanizing agendas. Instead of favor access, the article points to collective access as articulated by disability justice activists. As opposed to favor access, collective access rejects institutional logics and values community and collaboration rather than academia’s emphasis on individualism and competition. This article considers sites where collective access is happening in composition classrooms and in the field of composition and rhetoric.

Loading

Article metrics loading...

/content/journals/10.58680/ccc202332670
2023-09-01
2025-02-10
Loading full text...

Full text loading...

References

  1. Access Is Love. Disability Visibility Project, 1 Feb 2019, https://disabilityvisibility project.com/2019/02/01/access-is-love/.
    [Google Scholar]
  2. Ahmed Sara. On Being Included: Racism and Diversity in Institutional Life. Duke UP 2012.
    [Google Scholar]
  3. Baker-Bell April, et al. “This Ain’t Another Statement! This is a DEMAND for Black Linguistic Justice!” Conference on College Composition and Communication, July 2020, https://cccc.ncte.org/cccc/demand-for-black-linguistic-justice.
    [Google Scholar]
  4. Brewer Elizabeth, et al. “Creating a Culture of Access in Composition Studies.” Composition Studies, vol. 42, no. 2 2014, pp 151–54.
    [Google Scholar]
  5. Cecil-Lemkin Ellen. “Expanding Access in Collaborative Writing Pedagogy.” Teaching English in the Two-Year College, vol. 49, no. 3 2022, pp 203–19.
    [Google Scholar]
  6. Cedillo Christina V. “What Does It Mean to Move? Race, Disability, and Critical Embodiment Pedagogy.” Composition Forum, vol. 39 2018, https://www.compositionforum.com/issue/39/to-move.php.
    [Google Scholar]
  7. Craig Collin Lamont, and Perryman-Clark Staci Maree. “Troubling the Boundaries: (De)Constructing WPA Identities at the Intersections of Race and Gender.” Writing Program Administration, vol. 34, no. 2 2011, pp 37–58.
    [Google Scholar]
  8. currie sarah madoka. the mad manifesto 2023 University of Waterloo, Doctor of Philosophy.
    [Google Scholar]
  9. currie sarah madoka, and Hubrig Ada. “Care Work Through Course Design: Shifting the Labor of Resilience.” Composition Studies, vol. 50, no. 2 2022, pp 132–53.
    [Google Scholar]
  10. currie sarah madoka, et al. “beyond the ability tradition: conjuring community-first syllabi in apocalypse time.” Spark: A 4c4Equality Journal, vol. 4, https://sparkactivism.com/beyond-the-ability-tradition/.
    [Google Scholar]
  11. Dolmage Jay. Academic Ableism Disability and Higher Education. U of Michigan P 2017.
    [Google Scholar]
  12. Graphenreed Tieanna, and Poe Mya. “Antiracist Genre Systems: Creating Non-Violent Writing Classroom Spaces.” Composition Studies, vol. 50, no. 2 2022, pp 53–76.
    [Google Scholar]
  13. Hamraie Aimi. Building Access: Universal Design and the Politics of Disability. U of Minnesota P 2017.
    [Google Scholar]
  14. Hitt Allison Harper. Rhetorics of Overcoming: Rewriting Narratives of Disability and Accessibility in Writing Studies. National Council of Teachers of English 2021.
    [Google Scholar]
  15. Hsu V. Jo. Constellating Home: Trans and Queer Asian American Rhetorics. Ohio State UP 2022.
    [Google Scholar]
  16. Hubrig Ada. “Emphasizing Access in Open-Access Education: One Disabled Person’s Plea to Two-Year College English Teacher-Scholar Activists.” Teaching English in the Two-Year College, vol. 49, no. 3 2022, pp 193–202.
    [Google Scholar]
  17. Hubrig Ada. “‘Liberation Happens When We All Get Free’—or—Disability Justice Academia Isn’t.” Spark: A 4C4Equality Journal, vol. 4 2022, np.
    [Google Scholar]
  18. Hubrig Ada. “On ‘Crip Doulas,’ Invisible Labor, and Surviving Academia While Disabled.” Journal of Multimodal Rhetorics, vol. 5, no. 1 2021, pp 33–36.
    [Google Scholar]
  19. Hubrig Ada, et al. “Disrupting Diversity Management: Toward a Difference-Driven Pedagogy.” Pedagogy, vol. 20, no. 2 2020, pp 279–301.
    [Google Scholar]
  20. Hubrig Ada, and Cedillo Christina V.. “Access as Community Literacy: A Call for Intersectionality, Reciprocity, and Collective Responsibility.” Community Literacy Journal, vol. 17, no. 1 2023, pp 1–8.
    [Google Scholar]
  21. Hubrig Ada, and Osorio Ruth. “Enacting a Culture of Access in Our Conference Spaces.” College Composition and Communication, vol. 72, no. 1 2020, pp 87–117.
    [Google Scholar]
  22. Inoue Asao. Antiracist Writing Assessment Ecologies: Teaching and Assessing Writing for a Socially Just Future. Parlor P 2015.
    [Google Scholar]
  23. Inoue Asao, and Poe Mya. “How to Stop Harming Students: An Ecological Guide to Antiracist Writing Assessment.” Composition Studies, vol. 48, no. 3 2020, pp 14–15.
    [Google Scholar]
  24. Jackson Cody A., and Cedillo Christina V., “We Are Here to Crip That Shit: Embodying Accountability beyond the ‘Word.’” College Composition and Communication, vol. 72, no. 1 2020, pp 87–117.
    [Google Scholar]
  25. Kafai Shayda. Crip Kinship: The Disability Justice & Art Activism of Sins Invalid. Arsenal Pulp P 2021.
    [Google Scholar]
  26. Kerschbaum Stephanie, et al. “Accommodations and Disclosure for Faculty Members with Mental Disorders.” In Negotiating Disability: Disclosure and Higher Education edited by Kerschbaum Stephanie, et al. U of Michigan P 2017, pp 311–26.
    [Google Scholar]
  27. Konrad Annika. “Access Fatigue: The Rhetorical Work of Disability in Everyday Life.” College English, vol. 83, no. 3 2021, pp 179–99.
    [Google Scholar]
  28. Kynard Carmen. “This Bridge: The BlackFeministCompositionist’s Guide to the Colonial and Imperial Violence of Schooling Today.” Feminist Teacher, vol. 26, no. 2–3 2016, pp 126–41.
    [Google Scholar]
  29. Maier Sophia, et al. “GET THE FRAC IN! Or, The Fractal Many-festo: A (Trans) (Crip)t.” Peitho: Journal of the Coalition of Feminist Scholars in the History of Rhetoric and Composition, vol. 22, no. 4 2020.
    [Google Scholar]
  30. Ore Ersula, et al. “Symposium: Diversity Is Not Enough: Mentorship and Community-Building as Antiracist Praxis.” Rhetoric Review, vol. 40, no. 3 2021.
    [Google Scholar]
  31. Ore Ersula, et al. “Symposium: Diversity Is Not Justice: Working toward Radical Transformation and Racial Equity in the Discipline.” College Composition and Communication, vol. 72, no. 4 2021 pp 601–20.
    [Google Scholar]
  32. Osorio Ruth. “Documenting Barriers, Transforming Academic Cultures: A Study of the Critical Access Literacies of the CCCC Accessibility Guides.” Community Literacy Journal, vol. 17, no. 1 2022, pp 9–25.
    [Google Scholar]
  33. Patterson GPat. “Loving Students in the Time of Covid: A Dispatch from LGBT Studies.” Journal of Liberal Arts, vol. 22, no. 1 2022, pp 1–16.
    [Google Scholar]
  34. Piepzna-Samarasinha Leah Lakshmi. Care Work: Dreaming Disability Justice. Arsenal Pulp P 2018.
    [Google Scholar]
  35. Powell Malea, et al. “Our Story Begins Here: Constellating Cultural Rhetorics.” enculturation: a journal of rhetoric, writing, and culture, vol. 18 2014.
    [Google Scholar]
  36. Price Margaret. “Access Imagined: The Construction of Disability in Conference Policy Documents.” Disability Studies Quarterly, vol. 29, no. 1 2009.
    [Google Scholar]
  37. Price Margaret, et al. “Disclosure of Mental Disability by College and University: The Negotiation of Accommodations, Supports, and Barriers.” Disability Studies Quarterly, vol. 37, no. 2 2017.
    [Google Scholar]
  38. Pritchard Eric Darnell. “‘When You Know Better, Do Better’: Honoring Intellectual and Emotional Labor through Diligent Accountability Practices.” Education, Liberation & Black Radical Traditions for the 21st Century: Carmen Kynard’s Teaching & Research Site on Race, Writing, and the Classroom 2019, Carmenkynard.org. Accessed 8 July 2019.
    [Google Scholar]
  39. Samuels Ellen. “Passing, Coming Out, and Other Magical Acts.” In Negotiating Disability: Disclosure and Higher Education edited by Kerschbaum Stephanie, et al. U of Michigan P 2017, pp 15–23.
    [Google Scholar]
  40. Schalk Sami. Black Disability Politics. Duke UP 2022.
    [Google Scholar]
  41. Invalid Sins. Skin, Tooth, and Bone: The Basis of Movement Is Our People. Sins Invalid 2016.
    [Google Scholar]
  42. Womack Anne-Marie, et al. “Accessible Syllabus,” accessiblesyllabus.com. Accessed 10 March 2023.
    [Google Scholar]
  43. Wong Alice. Year of the Tiger: An Activist’s Life. Vintage 2022.
    [Google Scholar]
  44. Yergeau Remi. Authoring Autism: On Rhetoric and Neurological Queerness. Duke UP 2018.
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.58680/ccc202332670
Loading
  • Article Type: Research Article
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error