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Volume 15, Issue 3
October 1, 2015
Issue Cover
Issue Editors
Allison P Hobgood
Allison P Hobgood
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ISSN 1531-4200
EISSN 1533-6255
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Caring From, Caring Through: Pedagogical Responses to Disability

An Introduction: On Caring
Allison P. Hobgood
View articletitled, An Introduction<span class="subtitle-colon">: </span><span class="subtitle">On Caring</span>
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Articles

The Borderlands of Articulation
Emily B. Stanback
View articletitled, The Borderlands of Articulation
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Questions of Intent: Communication Disorder, Transfer, and Writing Pedagogy
Gina L. Vallis
View articletitled, Questions of Intent<span class="subtitle-colon">: </span><span class="subtitle">Communication Disorder, Transfer, and Writing Pedagogy</span>
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Learning Disability and Response-Ability: Reciprocal Caring in Developmental Peer Response Writing Groups and Beyond
Steven J. Corbett
View articletitled, Learning Disability and Response-Ability<span class="subtitle-colon">: </span><span class="subtitle">Reciprocal Caring in Developmental Peer Response Writing Groups and Beyond</span>
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Individual Redemption Through Universal Design; Or, How IEP Meetings Have Infused My Pedagogy with an Ethic of Care(taking)
Chris Foss
View articletitled, Individual Redemption Through Universal Design; Or, How IEP Meetings Have Infused My Pedagogy with an Ethic of Care(taking)
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Limited Visibility; Or, Confessions of a Satellite
Julia Miele Rodas
View articletitled, Limited Visibility; Or, Confessions of a Satellite
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“The Ocean Is on Fire”: A Pedagogy Based on Chance and Distraction
Peter Huk
View articletitled, “The Ocean Is on Fire”<span class="subtitle-colon">: </span><span class="subtitle">A Pedagogy Based on Chance and Distraction</span>
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Reading Batman, Writing X-Men: Superpowers and Disabilities in the First-Year Seminar
Lindsey Row-Heyveld
View articletitled, Reading <em>Batman</em>, Writing <em>X-Men</em><span class="subtitle-colon">: </span><span class="subtitle">Superpowers and Disabilities in the First-Year Seminar</span>
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What Happens When Literary Critics and Scientists Converse?: Teaching a Course on Representations of HIV/AIDS
Ann M. Fox; David R. Wessner
View articletitled, What Happens When Literary Critics and Scientists Converse?<span class="subtitle-colon">: </span><span class="subtitle">Teaching a Course on Representations of HIV/AIDS</span>
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Pedagogic Trifecta: Professor, Caregiver, and Service Provider—Using Multiple Roles to Teach Disability Studies
Mariette J. Bates
View articletitled, Pedagogic Trifecta<span class="subtitle-colon">: </span><span class="subtitle">Professor, Caregiver, and Service Provider—Using Multiple Roles to Teach Disability Studies</span>
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Teaching Classics and/as Disability Advocacy
Kristina Chew
View articletitled, Teaching Classics and/as Disability Advocacy
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Toward a Deeper Understanding of Disability: Physical Therapy Educators' Reflections
Clarence Chan; Debra Engel; Jacqueline Ross
View articletitled, Toward a Deeper Understanding of Disability<span class="subtitle-colon">: </span><span class="subtitle">Physical Therapy Educators' Reflections</span>
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An Afterword: Thinking through Care
Jay Dolmage; Allison P. Hobgood
View articletitled, An Afterword<span class="subtitle-colon">: </span><span class="subtitle">Thinking through Care</span>
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Reviews

The Trouble with an Airtight Case: The Rhetoric of Method or the Rhetoric of Urgency
Kurt Spellmeyer
View articletitled, The Trouble with an Airtight Case<span class="subtitle-colon">: </span><span class="subtitle">The Rhetoric of Method or the Rhetoric of Urgency</span>
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Crisis? What Crisis? Defending the Humanities—and Literary Study
Deborah H. Holdstein
View articletitled, Crisis? What Crisis? Defending the Humanities—and Literary Study
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Contributors

Contributors
View articletitled, Contributors
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Index to Volume 15

Index to Volume 15
View articletitled, Index to Volume 15
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