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.
Review of Negotiating Disability: Disclosure and Higher Education edited by Stephanie L. Kerschbaum, Laura T. Eisenman, and James M. Jones
