Overview

"Rhetorics of Overcoming addresses the in/accessibility of writing classroom and writing center practices for disabled and nondisabled student writers, exploring how rhetorics of overcoming—the idea that disabled students must overcome their disabilities in order to be successful—manifest in writing studies scholarship and practices. Allison Harper Hitt argues that rewriting rhetorics of overcoming as narratives of ""coming over"" is one way to overcome ableist pedagogical standards. Whereas rhetorics of overcoming rely on medical-model processes of diagnosis, disclosure, cure, and overcoming for individual students, coming over involves valuing disability and difference and challenging systemic issues of physical and pedagogical inaccessibility. Hitt calls for developing understandings of disability and difference that move beyond accommodation models in which students are diagnosed and remediated, instead working collaboratively—with instructors, administrators, consultants, and students themselves—to craft multimodal, universally designed writing pedagogies that meet students' access needs."

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9780814141540

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Reviews

In this accessible, thoughtful, engaging text, Allison Hitt enacts a pedagogy of disclosure, inviting all of us to come over together to reconsider the harms and barriers regularly raised by rhetorics of overcoming in writing studies. Taking up theories from multimodal composing and universal design to individual pedagogies and programmatic practices, Hitt brilliantly teaches us what it might mean to come over rather than overcome, and consequently, to participate in creating more socially just institutions and fields. --Stephanie Kerschbaum, University of Washington

Author Information

Allison Harper Hitt is an Assistant Professor of Rhetoric and Composition in the English Department at Ball State University. She received a Ph.D. in Composition and Cultural Rhetoric from Syracuse University and an M.A. in Professional Writing and Editing from West Virginia University. Her research is focused on how disability is constructed and mediated through technology, whose stories and bodies we value within our disciplinary histories, and how we can work as a community to theorize and enact more socially just pedagogical practices. Her research addresses how theories of multimodality and Universal Design can inform critical and accessible pedagogies.

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