Issue 11.1

October 15, 2021

Paulo Freire and A Manifesto for Disability Pedagogy
by Taylor Hein

Attuning to Phonophobia
by Caitline Ann Blinder

by Grace Ashby

Mediums Matter: Dance as a Medium of Literature
by Erin Kamp

Editors’ Introduction to Issue 11.1

This issue of the JUMP+ represents somewhat of a departure from our previous issues. Many previous issues have showcased projects from writing and/or digital rhetoric courses. In this issue, however, our projects include those produced for such courses, but also from courses in creative writing, the rhetoric of Freire, and rhetorical sound studies. As the courses we receive projects from continue to diversify, so do the types and foci of projects we receive. And this issue is the beginning of what we hope will be a broader, more eclectic representation of the digital writing happening in classrooms across not only many types of higher education institutions, but also across many different disciplines.

The first project in this issue, Taylor Hein’s “Paulo Freire and a Manifesto for Disability Pedagogy,” is a website that connects the work of Freire with disability studies and activism connected to the Disability Rights Movement. This extensive project makes use of the website format to make source-texts and additional information available to readers, allowing them to not only learn, but put what they learn into action.

“Attuning to Phonophobia” is an audio essay in which author Caitline Blinder presents a compelling narrative of their experiences with phonophobia in the classroom that draws the reader into an immersive combination of narrative and sound. Readers not only hear about Blinder’s experiences, but actually feel what it’s like to have sound overwhelm their ability to concentrate and pay attention to what is being said.

The third project in this issue, Grace Ashby’s “Seasons,” is the biggest departure from our previous publications: an narrated poem animated with images created in Photoshop. This project is artistically-focused rather than argumentatively-focused, and showcases ways in which digital writing is being used in the creative arts.

The final project in this issue mixes video and text to examine the ways in which dance acts as an artistic medium. Author Erin Kamp asks readers to watch several clips of dancers to draw parallels between dance and storytelling, between dance and visual arts. and between dance and auditory arts.

As we seek to expand our showcasing of how digital writing can be used in classrooms and beyond, we hope that you will find this issue both engaging and inspiring, and that this issue may encourage creativity, experimentation, and new possibilities for you.

Justin Hodgson
Crystal VanKooten
Alison Witte
Sean Zdenek