For five years of graduate school, I avoided studying disability because I thought it would require confronting the idea that I have a disability. I was first introduced to disability studies during my master’s coursework. I mustered the courage to take the course on disability because deep down, I knew that this thing I was calling a “vision problem” or what the doctors told me is a degenerative retinal disease called retinitis pigmentosa, might actually be a “disability.” I left the course feeling stimulated but no less intimidated by the idea of looking at myself in the mirror and thinking “disabled.” I resolved that my interest in disability studies was purely personal—it would allow me to learn about my own experiences, but I would do it privately, and I would publicly study something more obviously related to my profession as a writing instructor.
A Journal of Community-Engaged Writing and Rhetoric