Document Type
Issues in Community Literacy
Abstract
In this article, I reflect on my lived experiences as a disabled graduate student navigating spaces of community literacy. This essay utilizes storytelling as an entry point for understanding the barriers graduate students oftentimes face while accessing community literacy projects. Extending Ada Hubrig's theorization of disability justice informed community literacy, I propose an "access as praxis" approach to community literacy projects that listens to the access needs of graduate students looking to form meaningful relationships with community partners.
Recommended Citation
Hizer, Millie
(2023)
"Access as Praxis: Navigating Spaces of Community Literacy in Graduate School,"
Community Literacy Journal: Vol. 17:
Iss.
2, Article 9.
Available at:
https://digitalcommons.fiu.edu/communityliteracy/vol17/iss2/9
