This TETYC symposium centers anti-ableist action across two-year college institutional contexts, including the writing classroom (Olivas), writing centers (Van Dyke and Lovett), a Writing Across the Curriculum Program (Rousculp), and basic writing (Naomi Bernstein). Taken together, these authors offer insights into establishing anti-ableist practices in two-year college English studies with careful attention to multiple marginalized identities.

Serving as the introduction to TETYC’s special issue on disability in two-year college English, this article centers disability as a necessary consideration for two-year colleges’ mission of open access. Drawing on the work of disability justice activists, advocates, and disability scholars, this introduction frames the work of the special issue’s contributors by tracing the ableist obstacles faced by disabled people in two-year college English and how these ableist structures overlap and intersect with other marginalized identities, thus creating a nesting doll of ableism.

A t a time when both physical and symbolic borders from national borders to socio-economic inequality are at the front of political debate, the exigency of Crossing Borders, Drawing Boundaries: The Rhetoric of Lines Across America cannot be overstated. The collection explores the rhetorics of borders and their immediate implications for our students, our classrooms, and our communities. The essays in this collection operate in concert to highlight how the rhetoric of lines impacts democratic discourse as well as offer sites of intervention for rhetoricians and compositionists.

This article centers disability justice, an ongoing and unfolding project of LGBTQA disabled BIPOC, to help understand and challenge the work of community literacy studies. By putting community literacy studies in con- versation with disability justice through three themes—"Nothing About Us Without Us,” “Access is Love,” and “Solidarity Not Charity”—this essay moves to unpack how community literacy can resist not only ableism but also the interlocking systems of oppression which support it.

This article shows how diversity discourse and programming function as a dominant pedagogy by highlighting three commonplace approaches to diversity: as a defense to mitigate a problem, as a commodity to be collected, and as a threat to those in privileged positions. The authors intervene in these approaches by forwarding a difference-driven pedagogy, which seeks to foster movement toward the practice of deliberation, the recognition of difference as in flux, and the willingness to be vulnerable in engaging the complex, messy work of difference.