A perennial issue in Disability Studies is whether, when, how, why, and under what circumstances a person chooses or is forced to disclose some aspect of their disability and/or impairment. How do students and faculty with disabilities negotiate the risks inherent in disclosing this stigmatized aspect of intersectional identity? How do they manage disclosure in academic spaces designed to exclude bodyminds like theirs in so many ways, from inaccessible buildings to Kafkaesque accommodations processes to fossilized time-to-degree policies? Negotiating Disability: Disclosure and Higher Education, edited by Stephanie L. Kerschbaum, Laura T. Eisenman, and James M. Jones, offers an impressive array of chapters that view these questions as matters of diversity and inclusion, and proceed from the common understanding of the "deeply rhetorical nature of disclosure and embodied movement" (2). Editors and contributors argue that institutions of higher education must value intersectional disability identities in word and deed if higher education is to be a diverse, inclusive, and welcoming place to all students, faculty, and staff. The collection performs this argument by including many voices, methodologies, and interdisciplinary perspectives across twenty chapters, half of them co-authored and a handful structured as conversations, that reveal the "complex calculus" of disability disclosure in higher education (2). The result is a model coalition of interconnected scholarship, scholars, and activists; such coalitions, the editors argue, are "necessary for broadening knowledge about disability and helping that knowledge take root" within higher education (11).

I read this collection in linear order and found it remarkably cohesive across the four thematic sections of identity, intersectionality, representation, and institutional change and policy. Several chapters would fit in multiple sections, resulting in fruitful crosstalk from beginning to end. I found every chapter engaging because of the broad range of perspectives, methodologies, and voices included, a move deliberately made by the editors to attend to "gaps, omissions, and absences" in the conference at which this collection originated (3). Chapters by well-established DS scholars abut chapters by and for "disability scholars of color" and "multiply minoritized disabled people," one way the collection performs the principled commitments on which it rests (3).

This collection's cohesion results in part from how it positions disability within the contexts of diversity and inclusion. Negotiating Disability proceeds from a definition of diversity as "broad, complex, multileveled, intersectional, and dynamic" and from five core principles about diversity in an institutional context: diversity must be valued, prioritized, understood as complex, and used as a catalyst for institutional change (3). In fact, the editors insist that "to do diversity work, you must engage your campus as well as other local, regional, and national communities" (4, emphasis in original). Changing campus cultures and policies is the collection's ultimate goal and chapters in its concluding section, "Institutional Change and Policy," address this goal in detail. I felt called to action as a pre-tenure faculty member and contacted my university's Faculty Professional Policies Council to inquire about any existing policy or accommodations for faculty with disabilities. As at most institutions, no such policy or accommodations exist for faculty at my university, though either or both would benefit faculty and establish a precedent for a policy tailored to graduate students' unique, liminal position (see Carter et al.). This collection serves as a valuable resource for anyone wishing to make a change at their institution who can afford to risk disclosure in the process, a risk with much higher stakes for graduate students and casually employed faculty. For those positioned to risk disclosure, some of the more data-driven chapters (e.g., Wood; Kerschbaum et al.) could be shared with upper-level administrators and policymakers who are not steeped in the social model of disability or familiar with DS scholarship.

In terms of classroom use, Negotiating Disability is a strong fit as a whole for any social sciences- or humanities-flavored course at the upper-division or graduate-level that focuses (to some degree) on DS. Centers for Teaching and Learning, graduate courses in pedagogy, and related training for teachers in higher education would better meet goals related to diversity and inclusion if they excerpted chapters to fit their local contexts. Further, chapters organized as conversations (Carter et al.; Harbour et al.; Freedman et al.; Breneman et al.) lend themselves to any higher education classroom regardless of level or content area, to student organizations advocating with and for people with disabilities, and perhaps also to the waiting area of a DS office. These conversations both model and invite more conversation. Finally, since questions of disclosure always include questions of privacy, intersectionality, precarity, and risk, scholars across disciplines interested in the latter questions may find fresh insights by engaging with the former through chapters residing at the nexuses of disability and poverty (Seelman), international student status (Alshammari), graduate student status in the continental US (Carter et al.) and Puerto Rico (Carroll-Miranda), casualized academic labor (Kaul), LGBTQ identities (Miller, Wynn, and Webb), Black and African-American identities at HBCUs (Harbour et al.), specialized programs (Freedman et al.), and "cyberchondria" or the use of the internet to diagnose oneself or a loved one (often catastrophically and erroneously) (Vidali).

Disclosure is not "a singular, formal moment of revelation," argues Rebecca Sanchez in one of the collection's most provocative chapters, "Doing Disability with Others" (211). Rather, disclosure is an ever-emerging part of "doing disability in public space" (211), a dynamic performance that can change how non-disabled people approach people with disabilities—for example, through colorful lights on the spokes of a wheelchair that invite playful, wondrous, smiling interactions with the public or a "DeafBlind and Badass" button that discloses by proudly proclaiming a disabled identity (Sanchez). Although no collection can fill every gap, Negotiating Disability's authors do disability with others in higher education across a broad swath of intersectional identities and representations. Taken together, they constellate one galaxy in a university of disability being and doing.

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