Challenging Professional Norms Through Narrative Inquiry and Disability Justice: A Teaching Case Study

Many instructors have turned to collaborative rubrics to center students' embodied experiences and further social justice goals. Collaborative rubrics aim to promote transparent grading practices by allowing all members of the classroom community to influence assessment criteria. However, when used without critical reflection, collaborative rubrics can strengthen the problematic standards they seek to challenge. This paper engages thematic coding, narrative inquiry, and disability justice to help technical and professional communication instructors to promote more socially just communication and assessment strategies.