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  1. ---------- Forwarded message ----------
  2. From: Melanie Yergeau <myergeau@gmail.com>
  3. Date: Wed, Jul 31, 2013 at 9:02 AM
  4. Subject: [DS-HUM] CFP: Cripping the Computer: A Critical Moment in Composition Studies
  5. To: DS-HUM@listserv.umd.edu
  8. Apologies for cross-postings!
  9. *
  11. Call for proposals
  12. Cripping the Computer: A Critical Moment in Composition Studies**
  13. *
  14. We invite contributions for a digital book on accessibility and the
  15. profession.
  17. In “Mapping Composition: Inviting Disability in the Front Door,” Jay
  18. Dolmage describes access as a way to move. In this imagining, access does
  19. not suggest rehabilitation or acts of pedagogical kindness. Rather, it
  20. signals a critical moment in our field that challenges us to consider a
  21. complex politics of embodiment, design, spatiality, virtuality, and ableist
  22. norms. Our current disciplinary moment calls for us to enact accessible and
  23. sustainable professional practices, ways of moving that position disability
  24. as an “enabling and transformative insight” (Brueggemann; Palmeri). As
  25. teacher-scholars, techno-rhetoricians, and community members alike, we are
  26. beholden to consider the ethics of design—from process to product, from
  27. author to audience, from curricular design to larger professional spaces.
  29. While developing accessible practices is an important goal, it can often
  30. seem an elusive one. Many of us remain unsure of how to practically create
  31. accessible texts, never mind disrupt pedagogical infrastructures or
  32. cultivate radically inclusive conferences. This collection, then, seeks to
  33. further these conversations, to offer ways of thinking, tinkering, and
  34. practicing that empower students, colleagues, and citizens. How, for
  35. instance, might we reconceive invention and production under a disability
  36. studies framework? What does an ethically responsive digital assignment
  37. look like? How can we create professional fora that are both inclusive and
  38. participatory?
  40. To that end, we seek chapters that both elaborate methods for creating
  41. accessible texts and argue for the benefit that access yields to our
  42. discipline. In this way, *Cripping the Computer* is multi-focused,
  43. considering the practical and theoretical, as well as the pedagogical and
  44. scholarly ways in which disability and accessibility inform digital
  45. composing practices. We welcome chapters that consider accessibility in a
  46. broad, expansive sense. Topics we encourage contributors to engage include,
  47. but are not limited to, the following:
  49.    - Accessibility, universal design, and participatory design
  50.    - Disability as critical (multi)modality
  51.    - Standards, compliance, and design
  52.    - Multimodality and/in the discourse of remediation
  53.    - Rhetorics of design and their relation to disabled subjects
  54.    - Crip culture and digital spaces
  55.    - Disability and ethics of representation
  56.    - Accessibility and intersectionality(s)—race, gender, sexuality, class
  57.    - Accessibility and digital publication
  58.    - Accessibility and the open-access movement
  59.    - Pedagogical practices in the composition classroom
  60.    - Accessibility and design as ongoing processes, as opposed to end goals
  61.    - Rhetorics and disciplinary assumptions of accessibility
  62.    - Digital accessibility now 21 years after the ADA
  64. The pre-proposal for this project has been approved by Computers and
  65. Composition Digital Press, an imprint of Utah State University Press that
  66. publishes innovative and open-access digital scholarship. With your
  67. proposal submission, please include a tentative plan describing the
  68. multimodal nature of your chapter. We welcome a variety of
  69. digitally-mediated contributions, from purely text-based contributions, to
  70. the integration of multimodal elements (audio, video, etc.) into primarily
  71. text-based documents, to more digitally-dependent texts. *Cripping the
  72. Computer* will be a web-based book collection in HTML5.
  74. Please send chapter proposals of no more than 300 words to Elizabeth Brewer
  75. (brewer.169@osu.edu) and Melanie Yergeau (myergeau@umich.edu) by *September
  76. 15, 2013*. Queries are welcome. Authors will be invited to submit full
  77. chapter drafts by February 15, 2014.
  79. References
  81. Brueggemann, Brenda J. (2002). An enabling pedagogy. In S. L. Snyder, B. J.
  82. Brueggemann, & R. Garland-Thomson (Eds.), Disability studies: Enabling the
  83. humanities (pp. 317–336). New York: The Modern Language Association.
  85. Dolmage, Jay. (2008). Mapping composition: Inviting disability in the front
  86. door. In C. Lewiecki-Wilson, B.J. Brueggemann, & J. Dolmage (Eds.),
  87. Disability and the teaching of writing: A critical sourcebook (pp. 14-27).
  88. Boston: Bedford/St. Martin’s.
  90. Palmeri, Jason. (2006). Disability studies, cultural analysis, and the
  91. critical practice of technical communication pedagogy. Technical
  92. Communication Quarterly, 15(1): 49-65.
  94. --
  95. Melanie Yergeau
  96. Assistant Professor
  97. Department of English
  98. University of Michigan
  100. myergeau@umich.edu
  101. http://kuiama.net
  102.  <http://kuiama.net/>
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