While much attention is given to undergraduate students with disabilities, far less is devoted to graduate students, particularly those who also act as faculty: Graduate Teaching Assistants (GTAs). This article discusses issues of accessibility encountered by these contingent faculty members, specifically GTAs who have invisible disabilities, and how approaching discussions of contingency and disability with an ethos of transparent vulnerability—a level of transparency that necessarily leads to vulnerability—can help combat the stigma that continues to surround contingency and disability in higher education.
"Studenting and Teaching with Chronic Pain: Accessibility at the Intersection of Contingency and Disability,"
Academic Labor: Research and Artistry: Vol. 5
, Article 4.
Available at: https://digitalcommons.humboldt.edu/alra/vol5/iss1/4