[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599454-105":59,"doc-detail-599454-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","care-work-through-course-design-shifting-the-labor-of-resilience","Care Work Through Course Design - Shifting the Labor of Resilience","","Care Work Through Course Design advances a disability justice approach to reframe “resilience” in writing classrooms by shifting the expected labor from students toward course design. Drawing on disability justice praxis, the authors critique ableist, neoliberal, and meritocratic models that individualize hardship and assume performance coherence. They describe ongoing experiments creating disability-centric, care-centered course documents—syllabi, assignment sheets, onboarding guides—to offer flexibility, respect instructor labor, and support holistic, intersectionally informed well-being.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/care-work-through-course-design-shifting-the-labor-of-resilience/599454/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/care-work-through-course-design-shifting-the-labor-of-resilience/599454.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1790064749","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the article redefine “resilience” in writing classrooms?","Question",{"text":112,"@type":113},"It reframes resilience as something to be supported through course materials and design rather than as an individual moral imperative students must perform.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why do the authors criticize existing models of student resilience?",{"text":117,"@type":113},"They argue resilience narratives are tied to ableist performance expectations and neoliberal, meritocratic assumptions that dismiss discrimination built into academic policies and practices.",{"name":119,"@type":110,"acceptedAnswer":120},"What kinds of course documents does the article emphasize for disability-centric care?",{"text":121,"@type":113},"It highlights flexible, community-centered syllabi, assignment sheets, onboarding guides, and other course documents that carry much of the “heavy lifting” for resilience.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599454,1792211051,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747859154,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Care Work Through Course Design: Shifting the Labor of Resilience  \nsarah madoka currie and Ada Hubrig  \nDrawing on the disability justice paradigm of care work (Piepzna-Samarasinha), this article moves to shift the labor of resilience from students to our course design, noting how models of student resilience are often tied to ableist expectations of performance and coherence. The authors share their ongoing experiments in creating disability-centric, care-centered course designs, which are meant to offer students more flexibility while respecting the required labor asked of instructors.  \nIntroduction  \nIn effort to  \nthat honor  \naddress student well-being in our writing classrooms in ways our identity as disabled instructors, we consciously chose to jet-  \ntison “the agenda we’re being asked to tend,” noting “who is expendable in its upkeep”(Patterson) . We recognize that expectations of student resilience disproportionately impact disabled, queer, BIPOC, and otherwise marginalized students, rather than reckoning with how discrimination against disabled and other marginalized students is baked into academic policies and practices (Brueggemann; Dolmage; Hitt). As disabled scholars, we understand that this instantiation of resilience is not only undesirable and often impossible for our students to achieve but also impossible for disabled instructor bodyminds to model.  \nDrawing on disability scholars in writing studies and disability justice praxis—a framework created by disabled BIPOC and queer-identifying kin—we seek to shift the paradigm of resilience in the classroom, thus minimizing the expectations of resilience from students and instructors. Instead, we position the creation and implementation of resilient course documents as an act of what disability activist Leah Lakshmi Piepzna-Samarasinha has named “care work,” which focuses on “crip-created way[s] of accessing care” that center holistic and intersectionally aware well-being practices (47) . Our work here centers “disabled ingenuity”(Hamraie) and crip community-building (Kafai; Piepzna-Samarasinha; Sins Invalid) . In a classroom setting, crip communitybuilding centers students’ needs and the lived expertise of marginalized students before considering institutional expectations, curriculum outcomes, and on-campus mandates (Cedillo; currie; Jackson) . In other words, rather than  \nComposition Studies 50.2 (2022): 132–153  \nseeing disabled student experiences as a problem to solve (Hitt; Wood), we trust disabled ingenuity as a site of invention and transformative subversion, where we and students prioritize collective care and well-being.  \nWhile frameworks of resilience often ask students to shoulder the labor of a one-size-fits-all pedagogical approach that prioritizes a rigid classroom structure and practices, we propose placing the majority burden on course materials—including crafting more flexible and community-centered syllabi, assignment sheets, onboarding guides, and other documents—to do the heavy lifting of resilience instead. We see our work in creating resilient course materials as an act of creating community, sustaining connectivity, and promoting student well-being in accordance with dynamic community needs (currie) to defy the“bureaucratic calculus” that pushes disabled and marginalized students out of academic space (Hubrig 35) . For this special issue, we focus on disability theory as it relates to our own course materials to demonstrate how resilient course materials can prioritize student wellness through care-driven, disability justice inspired pedagogical practice.  \nThe Ableism of Student Resilience  \nIn a pre-pandemic world, think pieces on student resilience often situated students as lacking the necessary willpower to succeed in college courses. Consider Peter Gray’s Psychology Today article, in which he argues students are “needier now” than in the past and often require “hand holding.” Gray points to students seeking mental health service","cbCaihrKKUAlwnGz","https://ap.wps.com/l/cbCaihrKKUAlwnGz","pdf",254290,22,"English","# Introduction\n## The Ableism of Student Resilience","[{\"question\":\"How does the article redefine “resilience” in writing classrooms?\",\"answer\":\"It reframes resilience as something to be supported through course materials and design rather than as an individual moral imperative students must perform.\"},{\"question\":\"Why do the authors criticize existing models of student resilience?\",\"answer\":\"They argue resilience narratives are tied to ableist performance expectations and neoliberal, meritocratic assumptions that dismiss discrimination built into academic policies and practices.\"},{\"question\":\"What kinds of course documents does the article emphasize for disability-centric care?\",\"answer\":\"It highlights flexible, community-centered syllabi, assignment sheets, onboarding guides, and other course documents that carry much of the “heavy lifting” for resilience.\"}]","Care Work Through Course Design - Shifting the Labor of Resilience | PDF",1792088798,55]