AbstractPara estudiantes de color who participate in academic research, there is added emotional labor as they make decisions revolving around language, identity, and disclosure. La labor se mantiene invisible para los organizadores de conferencias académicas, y presenta limitaciones a los que son permitidos de participar. Dr. Rachel Herzl-Betz y Hugo Virrueta share a conversation about Hugo's experience writing for one national conference funding application, y muestran como systemic inequality limits who may participate in academic research.

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.