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ABSTRACT
Drawing from perspectives in critical disability studies, this article examines the teaching experiences of 9 disabled graduate students in Canada and the United States. Participants took between 2 and 6 photographs that illustrated their experience teaching with a disability. Follow-up interviews were conducted to gather descriptive accounts of the meaning and significance of the photos. Thematic analysis was used to analyse the data and uncover the core themes of mobility, disclosure and teaching performance, accommodation, and careers goals. The findings shed new light on the barriers that graduate students with disabilities face navigating the dual role of learners and teachers. Data reveal that there are overt and tacit ableist expectations in academia about how those in a teaching role perform and carry out their duties. Participants in this study internalised these ableist expectations and believed that an academic career was an unlikely career option.
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No potential conflict of interest was reported by the author.
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Natasha Saltes
Natasha Saltes completed a SSHRC postdoctoral fellowship in the Department of Communication at the University of Ottawa. She has a PhD in Sociology from Queen’s University, an MPhil in Sociology from the University of Cambridge, and an MA in Critical Disability Studies from York University. Dr. Saltes’ research crosses several disciplines and examines disability in the context of access, inclusion and equality as well as the social impact of information and communication technology. Her recent work examines disability accommodation policies for instructors and faculty at institutions of higher education in Canada.
