Rhetorics of Overcoming - Hitt, Allison Harper
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Rhetorics of Overcoming addresses the in/accessibility of writing classroom and writing center practices for disabled and nondisabled student writers, exploring how rhetorics of overcoming-the idea that disabled students must overcome their disabilities in order to be successful-manifest in writing studies scholarship and practices. Allison Harper Hitt argues that rewriting rhetorics of overcoming as narratives of "coming over" is one way to overcome ableist pedagogical standards. Whereas rhetorics of overcoming rely on medical-model processes of diagnosis, disclosure, cure, and overcoming for…mehr

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Produktbeschreibung
Rhetorics of Overcoming addresses the in/accessibility of writing classroom and writing center practices for disabled and nondisabled student writers, exploring how rhetorics of overcoming-the idea that disabled students must overcome their disabilities in order to be successful-manifest in writing studies scholarship and practices. Allison Harper Hitt argues that rewriting rhetorics of overcoming as narratives of "coming over" is one way to overcome ableist pedagogical standards. Whereas rhetorics of overcoming rely on medical-model processes of diagnosis, disclosure, cure, and overcoming for individual students, coming over involves valuing disability and difference and challenging systemic issues of physical and pedagogical inaccessibility. Hitt calls for developing understandings of disability and difference that move beyond accommodation models in which students are diagnosed and remediated, instead working collaboratively-with instructors, administrators, consultants, and students themselves-to craft multimodal, universally designed writing pedagogies that meet students' access needs.
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Autorenporträt
Allison Harper Hitt is assistant professor of rhetoric and composition at Ball State University. She teaches a range of writing courses, including professional writing and editing, digital literacies, and composition pedagogy. Hitt's educational backgrounds in cultural rhetorics and disability studies influence her commitments to developing pedagogical environments that affirm students' embodiments and provide multiple access points for engagement and rhetorical expression. Her research focuses on how disability is constructed, mediated, and contested within institutional systems. More specifically, she is interested in whose stories and bodies are valued within cultural and disciplinary histories and how instructors can collaborate with students to theorize and enact more socially just pedagogical practices. Her work has been published in Business and Professional Communication Quarterly, Composition Forum, Rhetoric Review, The Oxford Guide for Writing Tutors: Practice and Research, and Praxis: A Writing Center Journal.