AWP & Neurodiversity Panel
Hi Friends,
Below is some info about the AWP panel I will be participating in soon. Hope to see some of you at AWP 2020!
Title: Often Not Included in Inclusion: Neurodiversity and Creative Writing Instruction
Panel Number: F164
Date/Time: 10:35am - 11:50am on Friday March 6, 2020
Location: Room 214C, Henry B. González Convention Center, Meeting Room Level*
Often Not Included in Inclusion:
Neurodiversity and Creative Writing Instruction
Panel Description:
This panel explores best practices for designing inclusive creative writing courses that respect neurodiversity and neurological variation. In fostering accessible spaces for all creative writing students, panelists (including neurodivergent writers) reimagine the contemporary creative writing classroom. What are the advantages and limits of the models we use? How might we build more accessible and equitable experiences that encourage a lifetime of reading and writing?
Statement of Merit:
Approaches to inclusive pedagogies often leave out neurodiversity and, in doing so, leave out many students and teachers. Panelists (including neurodivergent writers) have recent books about inclusion and identity in the creative writing classroom and varied experiences with neurodiversity in different types of institutions and programs. They will consider multiple, informed axes of marginalization and forms of diversity to suggest asset-based pedagogies that encourage neurodivergent aesthetics.
Below is some info about the AWP panel I will be participating in soon. Hope to see some of you at AWP 2020!
Title: Often Not Included in Inclusion: Neurodiversity and Creative Writing Instruction
Panel Number: F164
Date/Time: 10:35am - 11:50am on Friday March 6, 2020
Location: Room 214C, Henry B. González Convention Center, Meeting Room Level*
Often Not Included in Inclusion:
Neurodiversity and Creative Writing Instruction
Panel Description:
This panel explores best practices for designing inclusive creative writing courses that respect neurodiversity and neurological variation. In fostering accessible spaces for all creative writing students, panelists (including neurodivergent writers) reimagine the contemporary creative writing classroom. What are the advantages and limits of the models we use? How might we build more accessible and equitable experiences that encourage a lifetime of reading and writing?
Statement of Merit:
Approaches to inclusive pedagogies often leave out neurodiversity and, in doing so, leave out many students and teachers. Panelists (including neurodivergent writers) have recent books about inclusion and identity in the creative writing classroom and varied experiences with neurodiversity in different types of institutions and programs. They will consider multiple, informed axes of marginalization and forms of diversity to suggest asset-based pedagogies that encourage neurodivergent aesthetics.
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