@article{Aubrecht_La Monica_2017, title={(Dis)Embodied Disclosure in Higher Education: A Co-Constructed Narrative}, volume={47}, url={https://journals.sfu.ca/cjhe/index.php/cjhe/article/view/187780}, DOI={10.47678/cjhe.v47i3.187780}, abstractNote={<p>In this paper we use co-constructed autoethnographic methods to explore the tensions that animate the meaning of “disclosure” in university and college environments. Drawing insight from our embodied experiences as graduate students and university/college course instructors, our collaborative counter-narratives examine the ordinary ways that disclosure is made meaningful and material as a relationship and a form of embodied labour. Our dialogue illustrates the layered nature of disclosure—for example, self-disclosing as a disabled student in order to access academic spaces but not self-disclosing to teach as an instructor. Katie uses phenomenological disability studies to analyze disclosure at the intersection of disability and pregnancy as body-mediated moments (Draper, 2002). Nancy uses Hochschild’s (1983) notion of “emotional labour” to explore how socio-spatial processes of disclosure can be an embodied form of “extra work” (e.g., managing perceptions of stigmatized identities).</p> <p> </p>}, number={3}, journal={Canadian Journal of Higher Education}, author={Aubrecht, Katie and La Monica, Nancy}, year={2017}, month={Dec.}, pages={1–15} }