The Public Work of Rhetoric by Ackerman John M.;Coogan David J.;Hauser Gerard A.;

Author:Ackerman, John M.;Coogan, David J.;Hauser, Gerard A.;
Language: eng
Format: epub
Publisher: University of South Carolina Press

NOTES

1. Alinsky, Rules for Radicals, 119.

2. Freire, Pedagogy of the Oppressed, 76.

3. For examples of the range of literacy practices, see Coogan, “Community Literacy”; Cushman, “Toward a Praxis”; Higgins, Long, and Flower, “Community Literacy”; Hull and Katz, “Crafting”; Rousculp, “When the Community.” For synthetic, critical overviews, see Deans, Writing Partnerships; Long, Community Literacy. The specific practice of community literacy referred to here supports public engagement through intercultural inquiry. Developed at the Community Literacy Center, grounded in the prophetic pragmatism of John Dewey and Cornel West, it supports rhetorical problem solving through community-university partnerships. See Flower, Community Literacy, for a study of this literate practice and a textual archive in the CLC “Snapshot History” at http://English.cmu.edu/research/inquiry/two.html (accessed July 12, 2008).

4. Brueggemann et al., “Becoming Visible,” 371. The authors' excellent multifaceted overview of the meaning of disability for composition studies highlights the difficulty of “becoming visible,” while I focus here on the hazards of recognition. The problem in both cases is being represented in the language and categories to which you have contributed, to bring about, as they put it, “nothing about us without us.” Ibid., 391.

5. Although “claiming disability [is a] a move that will necessarily ‘disrupt the social order,' as disabled people come out,” that is not a necessary or immediate effect. Ibid., 373.

6. Andrea Lowenstein treats identity-making as a personal narrative of discovery, understanding, and accommodation. Lowenstein, “My Learning Disability.” Self-representation shapes many arguments in LD OnLine www.ldonline.org; in Mel Levine's “All Kinds of Minds,” www.allkindsofminds.org; and the powerful Mooney and Cole, Learning Outside the Lines.

7. Brueggemann et al., “Becoming Visible,” 391.

8. Director Stacie Dojonovic's SOS program, which offers support for the transition from school to work for students with learning disabilities, has been recognized as a model by the National Organization on Disability. Most of the SOS students in this Think Tank team had already been scholars in my Decision Makers community literacy program at CMU (Carnegie Mellon).

9. An outgrowth of the Community Literacy Center, the Carnegie Mellon Community Think Tank had already addressed a series of workplace/worklife problems, bringing marginalized employees into problem-solving dialogues with administrative and policy people. Its methods and findings are at www.cmu.edu/thinktank (accessed July 12, 2008).

10. Kantrowitz and Underwood, “Dyslexia.”

11. White, “Learning Disability,” 727.

12. Ibid., 720.

13. See Haller, Dorrier, and Rahn's description of the partly successful campaign to “replace holistic designations, such as ‘the mentally disabled'…(that reduce a human to his or her impairment), with modified terms, i.e., ‘people with a learning disability.'” Haller, Dorrier, and Rahn, “Media Labeling.” See also Morse, Introduction.

14. Hull et al., “Remediation.”

15. Ibid., 311.

16. Ibid., 312.

17. Silver, Misunderstood Child, 38-55.

18. White, “Learning Disability,” 709.

19. Ibid., 717.

20. Mooney and Cole, Learning Outside the Lines.

21. All the speakers in this sequence, identified by pseudonyms, are high school students, except for Trista, a University of Massachusetts student, and myself.

22. Mehan, “Beneath the Skin.”

23. McDermott, “Acquisition,” 272.

24. Goodley, “Locating Self-Advocacy,” 373.

25. Swain and Cameron, “Unless Otherwise Stated,” 69.

26. Ibid., 79.

27. See Corker and French, Disability Discourse.

28. Goodley, “Locating Self-Advocacy,” 373.

29. Goodley, “Supporting People,” 441.

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