Neutrality is often impossible when disabled teachers are at the front of the classroom. This article unpacks three domains in which neutrality needs to be cripped: in response to students’ resistance to disability content, when considering the audiences for our pedagogy, and when teachers need accommodations.
Cripping Neutrality: Student Resistance, Pedagogical Audiences, and Teachers’ Accommodations
Stephanie L. Kerschbaum is associate professor of English at the University of Delaware and a 2019 – 20 scholar-in-residence at the University of Michigan. Her book Toward a New Rhetoric of Difference (2014) won the 2015 Advancement of Knowledge Award from the Conference on College Composition and Communication, and her work on narrative, disability, and the teaching of writing has appeared in numerous journals and essay collections. She coedited Negotiating Disability: Disclosure and Higher Education (2017) as well as a special issue of Composition Forum (2018) on “Doing Composition in the Presence of Disability.” Underlying her work is a commitment to making higher education a more welcoming and supportive environment for everyone.
Rebecca Sanchez is associate professor of English at Fordham University, where she also codirects the disability studies program. She is the author of Deafening Modernism: Embodied Language and Visual Poetics in American Literature (2015) and a coeditor of Pauline Leader’s And No Birds Sing (1931 ). She was recipient of a 2015 – 16 American Association of University Women fellowship, and her work on modernism, disability, and poetics has appeared in numerous journals and edited collections.
Melanie Yergeau is associate professor of English at the University of Michigan. Her book Authoring Autism: On Rhetoric and Neurological Queerness (2017) won the 2018 MLA First Book Prize, the 2019 CCCC Lavender Rhetorics Award for Excellence in Queer Scholarship, and the 2019 Rhetoric Society of America Book Award. Her other publications can be found in Kairos, Computers and Composition Online, Disability Studies Quarterly, and College English, among other places. Along with Patrick Berry and Tim Lockridge, she serves as an editor for Computers and Composition Digital Press, an imprint of Utah State University Press/University Press of Colorado. Active in the neurodiversity movement, she has previously served on the boards of the Autistic Self Advocacy Network and the Autism National Committee.
Ai Binh T. Ho, Stephanie L. Kerschbaum, Rebecca Sanchez, Melanie Yergeau; Cripping Neutrality: Student Resistance, Pedagogical Audiences, and Teachers’ Accommodations. Pedagogy 1 January 2020; 20 (1): 127–139. doi: https://doi.org/10.1215/15314200-7879120
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