Description
The chapter, Almost Passing: Using Disability Disclosure to Recalibrate Able-Bodied Bias in the Classroom, is from the book International Perspectives on Teaching with Disability. It contains the autoethnographic stories of two physically disabled 1 professors who almost (but not quite) pass for able-bodied. Our bodies fit neatly into culturally constructed categories for race, gender, sexuality, and education, but exist in that liminal space between "normal" and "not normal" ability. Medically diagnosed and marked with visible atypicalities, we are "disabled." Yet, in our daily lives we are "normal" contributors to society while not disruptive to cultural norms. We do not need physical accommodations to move through professional spaces and meet students'2 expectations for competent, available, efficient, and engaging faculty members. Overall, they interpret us as familiar and comfortable, perhaps temporarily injured, a bit stiff, with distinctive gaits and/or limbs, but not jarring to their expectations for professors, providing us opportunities to engage in personal self-disclosure for pedagogical purposes.
Publication Date
1-1-2018
Keywords
Communication Studies, Faculty Works, Scholarship, Pedagogy, Teaching, Autoethnography, Identity
Department
Communication Studies
Recommended Citation
Scott, Julie-Ann and Herold, Kelly P., "Almost Passing: Using Disability Disclosure to
Recalibrate Able-Bodied Bias in
the Classroom" (2018). Communication Studies Faculty Works. 36.
https://openriver.winona.edu/communicationstudiesfacultyworks/36
Unique Identifier
WSUCMSTFACWORKS-2018-Scott-Herold-Almost Passing.pdf
