Supercripping the academy: the difference narrative of a disabled academic

Abstract

While disability scholars are increasingly exploring the experiences of disabled employees within the academe, there seemingly does not exist literature on this topic in South Africa. In this autoethnography, I make sense of my experiences as a visually impaired university lecturer. I dissect my continual performances of able-bodiedness – my efforts to conceal truths around my disability – despite a seemingly inclusive work environment. I discuss the psychological cost of these performances and, lastly, illustrate the importance of a creative, open and responsive attitude on the part of nondisabled colleagues and managers to help their disabled colleagues to become their true and authentic self.

Points of interest

• While literature on the experiences of Black academics is on the rise, very few studies investigate the experiences of disabled academics;

• Currently, there is no literature that tells the stories of disabled academics within South Africa;

• In this autoethnography, I narrate aspects of my experiences as an academic with a visual impairment;

• In this paper, I unravel my continual able-bodied performances within the academy and the cost thereof;

• Lastly, I discuss the importance of open and responsive relationships between managers and disabled academics.

Keywords:

• Disability
• disabled academics
• supercrip
• autoethnography
• South Africa

Acknowledgements

I wish to thank Prof Leslie Swartz for encouraging me to write this article and for his significant contribution to this work.

Disclosure statement

No potential conflict of interest was reported by the author(s).