Teaching English in the Two-Year College Mar 2022

Feature: Critiquing the Normative Discourse Circulated by Two-Year College Writing Center Websites through Critical Disability Studies and Technical and Professional Communication

Kristin C. Bennett

Abstract

In this article, I examine how the language circulated by two-year college writing center websites impacts discursive understandings of disability and offer recommendations for more accessible documentation practices grounded in critical disability studies and technical and professional communication theory.

Journal
Teaching English in the Two-Year College
Published
2022-03-01
DOI
10.58680/tetyc202231804
Open Access
Closed
Topics
writing centers two-year college professional writing disability studies

Citation Context

Cited by in this index (0)

No articles in this index cite this work.

Cites in this index (2)

  1. Browning et al. (2017)
    Teaching a “Critical Accessibility Case Study”
    Journal of Technical Writing and Communication
  2. Palmeri (2006)
    Disability Studies, Cultural Analysis, and the Critical Practice of Technical C…
    Technical Communication Quarterly
Also cites 7 works outside this index ↓
  1. Berne (2018)
    Ten Principles of Disability Justice
    WSQ: Women’s Studies Quarterly  ↗
  2. Cherney (2019)
    Ableist Rhetoric: How We Know, Value, and See Disability
     ↗
  3. Hamraie (2013)
    Designing Collective Access: A Feminist Disability Theory of Universal Design
    Disability Studies Quarterly  ↗
  4. Price (2015)
    The Bodymind Problem and the Possibilities of Pain
    Hypatia  ↗
  5. Price (2011)
    Mad at School: Rhetorics of Mental Disability and Academic Life
     ↗
  6. Quinn (2019)
    Access [dis]Abled: Interrogating Standard Design Practices of Higher Education Writing Ce…
    Disability Studies Quarterly  ↗
  7. Walton (2019)
    Technical Communication After the Social Justice Turn: Building Coalitions for Action
     ↗
CrossRef global citation count: 0 View in citation network →

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