You do exceptional things in the classroom every single day. NCTE is here to recognize them.
NCTE Leadership Award for People with Disabilities
2021 Recipient: Christina V. Cedillo,
University of Houston-Clear Lake
Christina V. Cedillo (she/they) is an associate professor of writing and rhetoric at the University of Houston-Clear Lake. Her/Their research draws on critical race theory, disability rhetorics, and decolonial theories to examine embodied rhetorics and rhetorics of embodiment at the intersections of race, gender, and disability and thereby create critical inclusive and antiracist pedagogies that contest how colonization and coloniality affect the lives of marginalized groups.
Christina’s writing has appeared in Rhetoric Society Quarterly, Composition Studies, Reflections, Journal for the History of Rhetoric, College Composition and Communication, Peitho, Feminist Studies in Religion, Argumentation and Advocacy, Present Tense, and Composition Forum and in the edited collection Privacy Matters: Conversations about Surveillance within and beyond the Classroom. Christina has chapters forthcoming in Working-Class Rhetorics: A Reader, Hopes and Anxieties about the Futures of Rhetoric and Composition, Decolonial Conversations in Posthuman and New Material Rhetorics, and the Ethnicity and Race in Communication Handbook. Together with Ersula Ore and Kimberly Wieser, she/they is guest editor of two upcoming symposia on racism and/in the discipline in CCC and Rhetoric Review as well as special issues in Composition Studies and Present Tense. Christina is a cofounder and the lead editor of the Journal of Multimodal Rhetorics, an online, open-access venue dedicated to the study of multimodality in everyday life, particularly among marginalized communities and in commonplace contexts.
Cedillo is current cochair of the CCCC Latinx Caucus, past chair of the CCCC Committee on Disability Issues, and past member of the CCCC Executive Committee.
This award demonstrates NCTE’s vision to strengthen an increasingly inclusive organization that provides more access to diverse voices. This award also helps promote cross-community connections and values and supports the agency of diverse leaders in the field.
To recognize a person with a disability who has made a significant contribution to NCTE and to the development of our professional community.
Frequency and Number of Awards:
This award will be bestowed only when the Award Selection Committee decides a nomination warrants presentation of the award. This award may not be given each year. This award may be given posthumously. Only one recipient will be selected each year.
Any person with a disability can nominate themselves or be nominated for this award. NCTE recognizes that “disability” can have complex and sometimes competing meanings. It encompasses mental, physical, sensory, and other disabilities. Nominations will be sent to the Award Selection Committee, with the selected candidate forwarded to the Executive Committee. (Given the problematic history of required verification of disability, NCTE wishes to clarify that specific diagnoses are not required for this award.) The Executive Committee will approve the committee’s selection. All applicants, submitters, and nominees must be NCTE members at the time of submission. We remind nominators, nominees, and selection committee members that members of NCTE Conferences—CCCC, CEL, ELATE, LLA, and TYCA—are members, by definition, of NCTE.
Current NCTE Executive Committee members are not eligible for this award. Recipients for this award are not eligible to receive any other Executive Committee approved awards in the same year, nor in the following year.
Required materials for submission are a cover letter or letter of nomination and a resume/CV.
The bold statements are the award criteria. The remaining statements are intended to describe some of the possibilities suggested in the criteria and are not intended to be rated individually. Please remember that individuals have different levels of access to various opportunities (for example, rural vs. urban instructors). In other words, what is the level of the nominee’s contribution based on the level of opportunity, resources, and support?
Significant contribution to NCTE
- Service to NCTE (national, regional, local, and campus levels as well as conferences, affiliates, assemblies, caucuses, etc.)
- Elected roles
- Service “work” (serve at registration table, read proposals, etc.)
- Writing for/presenting at NCTE-affiliated conferences/publication venues
- Edit or review
Development of our professional community
Professional communities focused on literacy learning can be varied (e.g., global, national, regional, and local/campus).
- Innovate classroom curriculum
- Develop district/state/national curriculum
- Attend conferences
- Produce and share research or other scholarly activities
- Participate in and/or lead scholarly organizations
- Participate in and/or lead social justice–oriented organizations, especially those oriented around disability-related communities
- Professional development
- Design and/or deliver professional learning engagements for community members
Advancing people with disabilities
- Activities/work/processes that promote and support the advancement of people with disabilities in the profession, in literacy-related activities, and in public engagement
- Creating a culture of change in their school, community, and/or professional organization
Strong candidates tend to show strength in all three areas.
The NCTE President appoints one Executive Committee member to serve as Chair and four NCTE members-at-large from relevant NCTE groups.
Nature of the Award:
- A plaque is given to the recipient during an awards ceremony at the NCTE Annual Convention.
- The recipient will also receive:
- A complimentary NCTE Annual Convention registration
- Domestic round-trip coach airfare to the NCTE Annual Convention
- One night lodging (Friday) with meals
Deadline May 1
Please contact NCTEAwards@ncte.org with any questions.
2020 Lisa Harmon-Martinez, Albuquerque High School
2019 Stephanie L. Kerschbaum, University of Delaware