Writing Anew: From Dis/Ability Binaries and Boxes to Intersectionality Unbound Freedom and Discovery

• In Event: AERA Roundtable Session Saturday 3:20 pm Four Seasons Ballroom 2-3
  In Roundtable Session: From Binary to Intersectional: Redefining Learning and Instruction (Table 13)

Abstract

There is a lack of literature on "collaborative writing groups" exploring academic writing for freedom from interdisciplinary and intersectional perspectives of dis/Abled participants, requiring an expanded view beyond binary autonomous and ideological literacy models. This chapter uses a collaborative critical autoethnographic approach to address this gap in special education research, centering three distinct perspectives in higher education framed by nonapparent dis/Abilities and written communication experiences. We examine the Affective Spiritual Intersectional Disablism Model through recordings and transcriptions of a writing support group's meetings, discussing key themes that supported our academic writing literacy development. We conclude with implications for theory, research, and praxis in higher education to support dis/Abled graduate students and academics and Pre-K 12 education.

Authors

• Mercedes Adell Cannon, Indiana University - Indianapolis

• Mica Jo Rosenow, Indiana University - Indianapolis

• David I. Hernandez-Saca, University of Northern Iowa