Becoming Visible: Lessons in Disability
The five authors call for increased awareness of disability in composition studies and argue that such an awareness can productively disrupt notions of "writing" and "composing" at the same time it challenges "normal"/"not normal" binaries in the field. In six...
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| Veröffentlicht in: | College composition and communication 2001-02, Vol.52 (3), p.368-398 |
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| container_end_page | 398 |
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| container_issue | 3 |
| container_start_page | 368 |
| container_title | College composition and communication |
| container_volume | 52 |
| creator | Brueggemann, Brenda Jo White, Linda Feldmeier Dunn, Patricia A. Heifferon, Barbara A. Cheu, Johnson |
| description | The five authors call for increased awareness of disability in composition studies and argue that such an awareness can productively disrupt notions of "writing" and "composing" at the same time it challenges "normal"/"not normal" binaries in the field. In six sections: Brueggemann introduces and examines the paradox of disability's "invisibility"; White considers the social construction of learning disabilities; Dunn analyzes the rhetoric of backlash against learning disabilities; Heifferon illustrates how a disability text challenged her students; Cheu describes how a disability-centered writing class made disability visible; all five conclude with challenges and directions for composition studies in intersecting with disability studies. |
| doi_str_mv | 10.2307/358624 |
| format | Article |
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| ispartof | College composition and communication, 2001-02, Vol.52 (3), p.368-398 |
| issn | 0010-096X 1939-9006 |
| language | eng |
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| source | Jstor Complete Legacy |
| subjects | College students Composition skill learning Disabilities Disability studies Disorders Higher Education Instructional Improvement Learning Disabilities Literary criticism Perception Special needs students Writing Writing (Composition) Writing instruction Written composition |
| title | Becoming Visible: Lessons in Disability |
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