Hi everyone!
I strongly encourage all writing instructors to submit to this call for
papers for Anti-ableist Composition. Short, informal submissions are
encouraged and supported! It is crucial to collect and remember the amazing
developments made in writing classrooms over the last year and half, as we
transition back to in person teaching. Please share your story! If we can
support you in any way, or answer questions, reach out!
Deadline is September 30. Please forward!
Psyche
https://antiableistcomposition.wordpress.com/2021/07/06/cfp-writing-studies-and-accessibility-in-unprecedented-times/
Anti-Ableist Composition Call for Papers
“Writing Studies and Accessibility in “Unprecedented Times'”
Link to Google Forms Submission Form https://forms.gle/19awXKJexnRfrfyZ8
Deadline extended to September 30
Editors: Psyche Z. Ready & Adam Hubrig
Since March 2020, instructors of college writers have had to completely
restructure our classrooms. Most of us had to transition in-person courses
to online, a monumental change, and in the months that followed, as COVID
continued to spread and social unrest surged in the US in response to
police violence and systemic racism, many of us transformed our courses
even further to better support the shifting needs of our students and
ourselves. We revised or removed late policies and attendance requirements;
we included more thoughtful and compassionate accommodations/access
statements; we developed more flexible or multimodal writing assignments;
we generated new activities and practices; we reduced workload and word
counts. In short, we thoughtfully, carefully, and compassionately revisited
course content and policies to increase access. While our courses have
always been iterative and evolving, 2020 accelerated and amplified this
process. It is the intention of this collection to recognize and
acknowledge this generative labor, and to collect and curate a repository
of its fruits.
Further, one of the assumptions of the editors of this collection is that
many of the 2020 changes to coursework are in alignment with the principles
and best practices of Disability Theory, Universal Access, and
Anti-Ableist Pedagogy,
which disabled communities have been advocating for for years. Our hope is
that this collection will gather this knowledge to encourage instructors to
implement these practices in their classrooms permanently: including those
that increased access and better supported the lives and labor of both
students and instructors. We don’t want this wisdom–and our and our
students’ hard work–to be forgotten.
We seek submissions from all educators/instructors of Rhetoric/Composition,
Writing Studies, Technical Communication, and related disciplines, and
encourage submissions from BIPOC, graduate students, and contingent
faculty; we are especially interested in the perspectives of disabled and
neurodivergent people. We encourage submissions that draw connections with
or discuss recent, relevant scholarship in Disability Studies or Writing
Studies and/or discuss intersectionality and the ways your changes impacted
students of different identities.
Submission Guidelines
Because we want to collect your stories this summer while they are still
fresh in your mind, we are requesting short, informal submissions of
500-1000 words. Please submit in two parts:
- a description of activity, assignment, course policy, access
statement, etc. (500-1000 words)
- a rationale for the changes (why were these changes made?) and a
reflection on the results (how did it go?) (200-1000 words)
Editorial Procedure
There will be minimal changes to your original submission. The changes or
revisions that may be suggested will consist of ensuring that the writer is
aware that what they are submitting will be public-facing and open access.
There will be no gatekeeping or editorial changes to the content of the
writer’s work. This is a writer-focused space. If you would like your work
to be published anonymously, that is welcomed in this space, however, you
will need to include a name and email address in order to correspond about
your submission when necessary.
Note on Compensation
As of right now, submissions will *not *be monetarily compensated due to a
lack of resources. However, we are currently working toward small stipends
for authors’ work featured on this website–updates will be shared as they
develop.
If you have any questions about this CFP and project, please feel free to
email psyche.ready@uconn.edu.
If you have any questions about the Anti-Ableist Composition Collective,
please email antiableistcomposition@gmail.com, or contact us on Twitter at
https://twitter.com/AntiAbleistComp.
Psyche Z. Ready
PhD Student, Department of English
University of Connecticut
she, her, hers
Office: Austin 155
Psyche Z. Ready
PhD Student, Department of English
University of Connecticut
she, her, hers
Office: Austin 155
Hi everyone!
I strongly encourage all writing instructors to submit to this call for
papers for Anti-ableist Composition. Short, informal submissions are
encouraged and supported! It is crucial to collect and remember the amazing
developments made in writing classrooms over the last year and half, as we
transition back to in person teaching. Please share your story! If we can
support you in any way, or answer questions, reach out!
Deadline is September 30. Please forward!
Psyche
https://antiableistcomposition.wordpress.com/2021/07/06/cfp-writing-studies-and-accessibility-in-unprecedented-times/
Anti-Ableist Composition Call for Papers
“Writing Studies and Accessibility in “Unprecedented Times'”
Link to Google Forms Submission Form <https://forms.gle/19awXKJexnRfrfyZ8>
Deadline extended to September 30
Editors: Psyche Z. Ready & Adam Hubrig
Since March 2020, instructors of college writers have had to completely
restructure our classrooms. Most of us had to transition in-person courses
to online, a monumental change, and in the months that followed, as COVID
continued to spread and social unrest surged in the US in response to
police violence and systemic racism, many of us transformed our courses
even further to better support the shifting needs of our students and
ourselves. We revised or removed late policies and attendance requirements;
we included more thoughtful and compassionate accommodations/access
statements; we developed more flexible or multimodal writing assignments;
we generated new activities and practices; we reduced workload and word
counts. In short, we thoughtfully, carefully, and compassionately revisited
course content and policies to increase access. While our courses have
always been iterative and evolving, 2020 accelerated and amplified this
process. It is the intention of this collection to recognize and
acknowledge this generative labor, and to collect and curate a repository
of its fruits.
Further, one of the assumptions of the editors of this collection is that
many of the 2020 changes to coursework are in alignment with the principles
and best practices of Disability Theory, Universal Access, and
Anti-Ableist Pedagogy,
which disabled communities have been advocating for for years. Our hope is
that this collection will gather this knowledge to encourage instructors to
implement these practices in their classrooms permanently: including those
that increased access and better supported the lives and labor of both
students and instructors. We don’t want this wisdom–and our and our
students’ hard work–to be forgotten.
We seek submissions from all educators/instructors of Rhetoric/Composition,
Writing Studies, Technical Communication, and related disciplines, and
encourage submissions from BIPOC, graduate students, and contingent
faculty; we are especially interested in the perspectives of disabled and
neurodivergent people. We encourage submissions that draw connections with
or discuss recent, relevant scholarship in Disability Studies or Writing
Studies and/or discuss intersectionality and the ways your changes impacted
students of different identities.
Submission Guidelines
Because we want to collect your stories this summer while they are still
fresh in your mind, we are requesting short, informal submissions of
500-1000 words. Please submit in two parts:
1. a description of activity, assignment, course policy, access
statement, etc. (500-1000 words)
2. a rationale for the changes (why were these changes made?) and a
reflection on the results (how did it go?) (200-1000 words)
Editorial Procedure
There will be minimal changes to your original submission. The changes or
revisions that may be suggested will consist of ensuring that the writer is
aware that what they are submitting will be public-facing and open access.
There will be no gatekeeping or editorial changes to the content of the
writer’s work. This is a writer-focused space. If you would like your work
to be published anonymously, that is welcomed in this space, however, you
will need to include a name and email address in order to correspond about
your submission when necessary.
Note on Compensation
As of right now, submissions will *not *be monetarily compensated due to a
lack of resources. However, we are currently working toward small stipends
for authors’ work featured on this website–updates will be shared as they
develop.
If you have any questions about this CFP and project, please feel free to
email psyche.ready@uconn.edu.
If you have any questions about the Anti-Ableist Composition Collective,
please email antiableistcomposition@gmail.com, or contact us on Twitter at
https://twitter.com/AntiAbleistComp.
Psyche Z. Ready
PhD Student, Department of English
University of Connecticut
she, her, hers
Office: Austin 155
Psyche Z. Ready
PhD Student, Department of English
University of Connecticut
she, her, hers
Office: Austin 155