The Peer Review Sep 2020 web Open Access

Where Disability Justice Resides: Building Ethical Asynchronous Tutor Feedback Practices within the Center

Abstract

This article argues the importance of viewing asynchronous screen-capture tutor feedback as a kairotic space that subverts normative views of time, writing process, and accepted tutoring practices such as a preference for non-directivity over directive feedback. The author argues that viewing asynchronous online feedback as “kairotic” enables writing center tutors to develop practices and pedagogies rooted in disability theory. The development of tutoring mindsets that embrace difference helps to support students with disabilities via asynchronous videos that mesh multimodal affordances with Universal Design principles. Keywords : Disability, neurodiversity, autism, Writing Centers, asynchronous online feedback, Universal Design, kairotic space

Journal
The Peer Review
Published
2020-09
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Topics
writing centers multimodality online writing instruction disability studies
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