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Journal Article

Becoming Visible: Lessons in Disability

Brenda Jo Brueggemann, Linda Feldmeier White, Patricia A. Dunn, Barbara A. Heifferon and Johnson Cheu
College Composition and Communication
Vol. 52, No. 3 (Feb., 2001), pp. 368-398
DOI: 10.2307/358624
Stable URL: https://www.jstor.org/stable/358624
Page Count: 31
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Becoming Visible: Lessons in Disability
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Abstract

The five authors call for increased awareness of disability in composition studies and argue that such an awareness can productively disrupt notions of "writing" and "composing" at the same time it challenges "normal"/"not normal" binaries in the field. In six sections: Brueggemann introduces and examines the paradox of disability's "invisibility"; White considers the social construction of learning disabilities; Dunn analyzes the rhetoric of backlash against learning disabilities; Heifferon illustrates how a disability text challenged her students; Cheu describes how a disability-centered writing class made disability visible; all five conclude with challenges and directions for composition studies in intersecting with disability studies.

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