Open Access(Dis)Embodied Disclosure in Higher Education: A Co-Constructed Narrative
Author(s) -
Katie Aubrecht,
Nancy La Monica
Publication year - 2017
Publication title -
canadian journal of higher education
Language(s) - English
Resource type - Journals
eISSN - 2293-6602
pISSN - 0316-1218
DOI - 10.47678/cjhe.v47i3.187780
Subject(s) - embodied cognition , narrative , sociology , meaning (existential) , intersection (aeronautics) , higher education , disability studies , phenomenology (philosophy) , self disclosure , psychology , pedagogy , social psychology , epistemology , gender studies , linguistics , philosophy , political science , law , engineering , psychotherapist , aerospace engineering
In this paper we use co-constructed autoethnographic methods to explore the tensions that animate the meaning of “disclosure” in university and college environments. Drawing insight from our embodied experiences as graduate students and university/college course instructors, our collaborative counter-narratives examine the ordinary ways that disclosure is made meaningful and material as a relationship and a form of embodied labour. Our dialogue illustrates the layered nature of disclosure—for example, self-disclosing as a disabled student in order to access academic spaces but not self-disclosing to teach as an instructor. Katie uses phenomenological disability studies to analyze disclosure at the intersection of disability and pregnancy as body-mediated moments (Draper, 2002). Nancy uses Hochschild’s (1983) notion of “emotional labour” to explore how socio-spatial processes of disclosure can be an embodied form of “extra work” (e.g., managing perceptions of stigmatized identities).