Problematizing Disability Disclosure in Higher Education: Shifting Towards a Liberating Humanizing Intersectional Framework

Holly Pearson, Lisa Boskovich

Abstract


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.


Keywords


Disability Disclosure; Graduate Education; Collaborative Autoethnography

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DOI: http://dx.doi.org/10.18061/dsq.v39i1.6001

Copyright (c) 2019 Holly Pearson, Lisa Boskovich

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