Abstract
This article seeks to theorize the pedagogical work disabled instructors navigate to create accessible writing classrooms. Through retroactive analysis, I introduce the concept of Access Negotiation Moments (ANMs) as limited, low-stakes contexts where disabled instructors define the limits of their own access needs. Ultimately, I theorize a framework for planned access negotiation, so instructors can build this necessary labor into the course-planning process. Disabled instructors are already doing this work on a daily basis, but we are only beginning to give it the meta-analytical space it deserves.
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- Composition Forum
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- 2022
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