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ERIC Number: EJ1433799
Record Type: Journal
Publication Date: 2024
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0951-8398
EISSN: EISSN-1366-5898
Cripping Grounded Theory: Disabled Disability Resource Providers and Disability Disclosure in Postsecondary Education
Autumn K. Wilke; Kirsten R. Brown; Dominique Crosby; Joanne Song Engler
International Journal of Qualitative Studies in Education (QSE), v37 n7 p1986-2003 2024
Disability disclosure is a complex, ongoing process involves navigating medical, legal, educational, economic, and employment systems. Disclosure decision making occurs for all disabled individuals regardless of how apparent their disability is to others. Professionals working in disability resource positions, who identify as disabled, navigate multiple layers of disclosure on personal, interpersonal, and institutional levels. Disabled disability resource professionals hold complex understandings of disclosure mediated by their environment, relationships, and identity. Centering the expertise of disabled professionals and their embodied knowledge (e.g. cripistemologies) the authors propose a model for the complex interplay of factors that influence each disclosure decision and how disabled staff crip disclosure and use it as a tool to navigate institutional, inter-, and intra-personal dynamics.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A