cover of book
 

Negotiating Disability: Disclosure and Higher Education
by Stephanie L Kerschbaum, Laura T Eisenman and James M Jones
University of Michigan Press, 2017
eISBN: 978-0-472-12339-1 | Paper: 978-0-472-05370-4 | Cloth: 978-0-472-07370-2
Library of Congress Classification LC4813
Dewey Decimal Classification 378.0087

ABOUT THIS BOOK | AUTHOR BIOGRAPHY | TOC | REQUEST ACCESSIBLE FILE
ABOUT THIS BOOK
Disability is not always central to claims about diversity and inclusion in higher education, but should be. This collection reveals the pervasiveness of disability issues and considerations within many higher education populations and settings, from classrooms to physical environments to policy impacts on students, faculty, administrators, and staff.  While disclosing one’s disability and identifying shared experiences can engender moments of solidarity, the situation is always complicated by the intersecting factors of race and ethnicity, gender, sexuality, and class. With disability disclosure as a central point of departure, this collection of essays builds on scholarship that highlights the deeply rhetorical nature of disclosure and embodied movement, emphasizing disability disclosure as a complex calculus in which degrees of perceptibility are dependent on contexts, types of interactions that are unfolding, interlocutors’ long- and short-term goals, disabilities, and disability experiences, and many other contingencies.

 
Nearby on shelf for Special aspects of education / Education of special classes of persons / Other special classes: