1. The Borderlands of Articulation
  2. Emily B. Stanback
  3. pp. 421-440
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  1. Questions of Intent: Communication Disorder, Transfer, and Writing Pedagogy
  2. Gina L. Vallis
  3. pp. 441-457
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  1. Learning Disability and Response-Ability: Reciprocal Caring in Developmental Peer Response Writing Groups and Beyond
  2. Steven J. Corbett
  3. pp. 459-475
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  1. Individual Redemption through Universal Design; or, How IEP Meetings Have Infused My Pedagogy with an Ethic of Care(taking)
  2. Chris Foss
  3. pp. 477-491
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  1. Limited Visibility; or, Confessions of a Satellite
  2. Julia Miele Rodas
  3. pp. 493-505
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  1. “The Ocean Is on Fire”: A Pedagogy Based on Chance and Distraction
  2. Peter Huk
  3. pp. 507-517
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  1. Reading Batman, Writing X-Men: Superpowers and Disabilities in the First-Year Seminar
  2. Lindsey Row-Heyveld
  3. pp. 519-526
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  1. What Happens When Literary Critics and Scientists Converse?: Teaching a Course on Representations of HIV/AIDS
  2. Ann M. Fox, David R. Wessner
  3. pp. 527-534
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  1. Pedagogic Trifecta: Professor, Caregiver, and Service Provider—Using Multiple Roles to Teach Disability Studies
  2. Mariette J. Bates
  3. pp. 535-540
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  1. Teaching Classics and/as Disability Advocacy
  2. Kristina Chew
  3. pp. 541-548
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  1. Toward a Deeper Understanding of Disability: Physical Therapy Educators’ Reflections
  2. Clarence Chan, Debra Engel, Jacqueline Ross
  3. pp. 549-557
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  1. An Afterword: Thinking through Care
  2. Jay Dolmage, Allison P. Hobgood
  3. pp. 559-567
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  1. The Trouble with an Airtight Case: The Rhetoric of Method or the Rhetoric of Urgency?
  2. Kurt Spellmeyer
  3. pp. 569-576
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  1. Crisis? What Crisis?: Defending the Humanities — and Literary Study
  2. Deborah H. Holdstein
  3. pp. 577-585
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  1. Index to Volume 15
  2. pp. 593-596
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  1. An Introduction: On Caring
  2. Allison P. Hobgood
  3. pp. 413-419
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  1. Contributors
  2. pp. 587-592
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