---------- Forwarded message ----------
From: Melanie Yergeau <myergeau@gmail.com>
Date: Wed, Jul 31, 2013 at 9:02 AM
Subject: [DS-HUM] CFP: Cripping the Computer: A Critical Moment in Composition Studies
To: DS-HUM@listserv.umd.edu


Apologies for cross-postings!
*

Call for proposals
Cripping the Computer: A Critical Moment in Composition Studies**
*
We invite contributions for a digital book on accessibility and the
profession.

In “Mapping Composition: Inviting Disability in the Front Door,” Jay
Dolmage describes access as a way to move. In this imagining, access does
not suggest rehabilitation or acts of pedagogical kindness. Rather, it
signals a critical moment in our field that challenges us to consider a
complex politics of embodiment, design, spatiality, virtuality, and ableist
norms. Our current disciplinary moment calls for us to enact accessible and
sustainable professional practices, ways of moving that position disability
as an “enabling and transformative insight” (Brueggemann; Palmeri). As
teacher-scholars, techno-rhetoricians, and community members alike, we are
beholden to consider the ethics of design—from process to product, from
author to audience, from curricular design to larger professional spaces.

While developing accessible practices is an important goal, it can often
seem an elusive one. Many of us remain unsure of how to practically create
accessible texts, never mind disrupt pedagogical infrastructures or
cultivate radically inclusive conferences. This collection, then, seeks to
further these conversations, to offer ways of thinking, tinkering, and
practicing that empower students, colleagues, and citizens. How, for
instance, might we reconceive invention and production under a disability
studies framework? What does an ethically responsive digital assignment
look like? How can we create professional fora that are both inclusive and
participatory?

To that end, we seek chapters that both elaborate methods for creating
accessible texts and argue for the benefit that access yields to our
discipline. In this way, *Cripping the Computer* is multi-focused,
considering the practical and theoretical, as well as the pedagogical and
scholarly ways in which disability and accessibility inform digital
composing practices. We welcome chapters that consider accessibility in a
broad, expansive sense. Topics we encourage contributors to engage include,
but are not limited to, the following:

   - Accessibility, universal design, and participatory design
   - Disability as critical (multi)modality
   - Standards, compliance, and design
   - Multimodality and/in the discourse of remediation
   - Rhetorics of design and their relation to disabled subjects
   - Crip culture and digital spaces
   - Disability and ethics of representation
   - Accessibility and intersectionality(s)—race, gender, sexuality, class
   - Accessibility and digital publication
   - Accessibility and the open-access movement
   - Pedagogical practices in the composition classroom
   - Accessibility and design as ongoing processes, as opposed to end goals
   - Rhetorics and disciplinary assumptions of accessibility
   - Digital accessibility now 21 years after the ADA

The pre-proposal for this project has been approved by Computers and
Composition Digital Press, an imprint of Utah State University Press that
publishes innovative and open-access digital scholarship. With your
proposal submission, please include a tentative plan describing the
multimodal nature of your chapter. We welcome a variety of
digitally-mediated contributions, from purely text-based contributions, to
the integration of multimodal elements (audio, video, etc.) into primarily
text-based documents, to more digitally-dependent texts. *Cripping the
Computer* will be a web-based book collection in HTML5.

Please send chapter proposals of no more than 300 words to Elizabeth Brewer
(brewer.169@osu.edu) and Melanie Yergeau (myergeau@umich.edu) by *September
15, 2013*. Queries are welcome. Authors will be invited to submit full
chapter drafts by February 15, 2014.

–
References

Brueggemann, Brenda J. (2002). An enabling pedagogy. In S. L. Snyder, B. J.
Brueggemann, & R. Garland-Thomson (Eds.), Disability studies: Enabling the
humanities (pp. 317–336). New York: The Modern Language Association.

Dolmage, Jay. (2008). Mapping composition: Inviting disability in the front
door. In C. Lewiecki-Wilson, B.J. Brueggemann, & J. Dolmage (Eds.),
Disability and the teaching of writing: A critical sourcebook (pp. 14-27).
Boston: Bedford/St. Martin’s.

Palmeri, Jason. (2006). Disability studies, cultural analysis, and the
critical practice of technical communication pedagogy. Technical
Communication Quarterly, 15(1): 49-65.

--
Melanie Yergeau
Assistant Professor
Department of English
University of Michigan

myergeau@umich.edu
http://kuiama.net
 <http://kuiama.net/>