---------- Forwarded message ---------- From: Melanie Yergeau 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