Education:
B.A., English Language and Literature, The College of New Jersey, 2009.
M.A., English Language and Literature, The College of New Jersey, 2011.
Ph.D., Writing, Rhetorics and Literacies, Arizona State University, 2022.
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Kristin C. Bennett (she/her) is an Assistant Professor of Technical and Scientific Writing and the Director of Technical Writing in the Department of English at the University of Oklahoma. Her research intersects with the areas of technical and professional (TPC), disability rhetorics, rhetorics of health and medicine, digital rhetorics, and user-experience design. Her research aims to interrogate normative TPC discourse, documentation, and design practices and to facilitate more accessible, inclusive, and equitable practices across workplace, university, and organizational contexts. Her work has been published in Technical Communication Quarterly, Technical Communication, IEEE Transactions on Professional Communication, the Journal of Business and Technical Communication, Composition Studies, Teaching English in the Two-Year College, and ImageText. As first author, she received the Conference on College Composition and Communication 2024 award for Best Article Reporting Qualitative or Quantitative Research in Technical or Scientific Communication for “Transforming the Rights-Based Encounter: Disability Rights, Disability Justice, and the Ethics of Access,” co-authored with Mark Hannah for the Journal of Business and Technical Communication. In addition, she is the Book Review Editor for Communication Design Quarterly.
Bennett, K. C. (2024). (Dis)ability deconditioning: Challenging ableist articulations of professionalism in university career centers. Technical Communication Quarterly, 33(3), 309-326, https://doi.org/10.1080/10572252.2024.2340433.
Bennett, K. C. (2024). Centering disability in digital classes by applying disability justice to user-experience and universal design practices. In A. Lancaster and C. King (Eds.) Amplifying Voices in UX: Balancing Design and User Needs in Technical Communication. SUNY Press.
Bennett, K. C. (2023). How "well" are we DEI-ing? Applying technical and professional communication theory and disability justice to challenge intersectional ableism in job advertisements through coalitional recruitment. Technical Communication, 70(3), 77-96, https://doi.org/10.55177/tc415335
Bennett, K. C. (2023). Bam! Pow! Zap! Battling systemic ableism in technical and professional medical communications through the application of graphic medicine grounded in disability justice. ImageText, 14(1). https://imagetextjournal.com/bam-pow-zap-battling-systemic-ableism-in-technical-and-professional-medical-communications-through-the-application-of-graphic-medicine-grounded-in-disability-justice/
Bennett, K. C. (2022). Prioritizing access as a social justice concern: A teaching case study advocating for critical ableism studies and disability justice in technical and professional communication. IEEE Transactions on Professional Communication, 65(1), 226-240. https://doi.org/10.1109/TPC.2022.3140570
Bennett, K. C. & Hannah, M. A. (2022). Transforming the rights-based encounter: Disability rights, disability justice, and the ethics of access. Journal of Business and Technical Communication, 36(3), 326-354. https://doi.org/10.1177/105065192210879
Bennett, K. C. (2022). Critiquing the normative discourse circulated by two-year college writing center websites through critical disability studies and technical and professional communication. Teaching English in the Two-Year College, 49(3), 238-256.
Bennett, K. C. & Hannah, M. A. (2021). Generative fusions: Integrating disability studies, legal studies, and technical and professional communication in the work of disability inclusion and access, IEEE Transactions on Professional Communication, 64(3), 235-249. https://doi.org/10.1109/TPC.2021.3090597
Bennett, K. C. (2021). Tracing ableism’s rhetorical circulation through an analysis of composition mission statements. Composition Studies, 49(3), 74-100.
