Negotiating Disability

Disclosure and Higher Education

Nonfiction, Health & Well Being, Health, Ailments & Diseases, Physical Impairments, Social & Cultural Studies, Social Science, Disability
Cover of the book Negotiating Disability by Stephanie L Kerschbaum, Laura T Eisenman, James M Jones, University of Michigan Press
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Author: Stephanie L Kerschbaum, Laura T Eisenman, James M Jones ISBN: 9780472123391
Publisher: University of Michigan Press Publication: November 15, 2017
Imprint: University of Michigan Press Language: English
Author: Stephanie L Kerschbaum, Laura T Eisenman, James M Jones
ISBN: 9780472123391
Publisher: University of Michigan Press
Publication: November 15, 2017
Imprint: University of Michigan Press
Language: English

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.

 

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

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.

 

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