Open AccessProblematizing Disability Disclosure in Higher Education: Shifting Towards a Liberating Humanizing Intersectional Framework
Author(s) -
Holly Pearson,
Lisa Boskovich
Publication year - 2019
Publication title -
disability studies quarterly
Language(s) - English
Resource type - Journals
eISSN - 2159-8371
pISSN - 1041-5718
DOI - 10.18061/dsq.v39i1.6001
Subject(s) - disability studies , autoethnography , praxis , empowerment , narrative , construct (python library) , sociology , pedagogy , citizenship , democracy , psychology , learning disability , intellectual disability , gender studies , political science , developmental psychology , politics , law , linguistics , philosophy , psychiatry , computer science , programming language
Disability disclosure contains significant implications when considering democratic educational opportunities for students with disabilities in higher education. Especially for graduate students with disabilities, there is minimal research on their experiences with disability disclosure. In a collaborative autoethnography, two doctoral students with disabilities engage in a critical dialogue about how disability disclosure operates within everyday interactions. Through dialogue and praxis, our narratives highlight how acts of disability disclosure continuously construct the notion of disability, democracy, citizenship, and empowerment in higher education. In turn, critical reexaminations of disability disclosure may present insight into future directions that will ensure equal educational opportunities, attainment and achievements for all.