A Reading List

• Blogs: Chronically Academic & PhDisabled

• Anderson, R. J., Keller, C. E., & Karp, J. M. (Eds.). (1998). Enhancing diversity: Educators with disabilities. Gallaudet University Press.

• Ben-Moshe, L., & Colligan, S. (2010). Regimes of normalcy in the academy: The experiences of disabled faculty. In A. Nocella, S. Best, & P. McLaren (Eds.), Academic repression: Reflections from the academic industrial complex (374-387). Edinburgh: AK Press.

• Damiani, M. L., & Harbour, W. S. (2015). Being the wizard behind the curtain: Teaching Experiences of graduate teaching assistants with disabilities at US universities. Innovative Higher Education, 40(5), 399-413.

• Evans, N. J., Broido, E. M., Brown, K. R., & Wilke, A. K. (2017). Disability in higher education: A social justice approach. (Chapter 7: Faculty and staff with disabilities.) San Francisco, CA: Jossey-Bass.

• Ferri, B. A., Connor, D. J., Solis, S., Valle, J., & Volpitta, D. (2005). Teachers with LD: Ongoing negotiations with discourses of disability. Journal of Learning Disabilities, 38(1), 62-78.

• Freedman, D. P., & Stoddard Holmes, M. (2003). The teacher’s body: Embodiment, authority, and identity in the academy. Albany, NY: State University of New York Press.

• Gorman, R. (2013). Mad nation? Thinking through race, class, and mad identity politics. In B.A. LeFrançois, R. Menzies, & G. Reaume (Eds.), Mad matters: A critical reader in Canadian Mad Studies (269-280). Toronto: Canadian Scholars Press Inc.

• Horton, J., & Tucker, F. (2014). Disabilities in academic workplaces: Experiences of human and physical geographers. Transactions of the Institute of British Geographers, 39(1), 76-89.

• Lewiecki-Wilson, C., Brueggemann, B. J., with Dolmage, J. (Eds.). (2007). Disability and the teaching of writing: A critical sourcebook. (Chapters 6-10) Boston: Bedford / St. Martin’s.

• Myers, K. R. (2007). Illness in the academy: A collection of pathographies by academics. West Lafayette, Ind.: Purdue University Press.

• Price, M. (2011). Mad at school: Rhetorics of mental disability and academic life. Ann Arbor: University of Michigan Press.

• Price, M., Salzer, M. S., O’Shea, A., & Kerschbaum, S. L. (2017). Disclosure of mental disability by college and university faculty: The negotiation of accommodations, supports, and barriers. Disability Studies Quarterly, 37(2). Retrieved from http://dsq-sds.org/article/view/5487/4653.

• Reaume, G. (2006). Mad people’s history. Radical History Review, 94, 170-182.

• Reville, D. (2013). Is Mad Studies emerging as a new field of inquiry? In B.A. LeFrançois, R., Menzies, & G. Reaume, (Eds). Mad matters: A critical reader in Canadian Mad Studies (170-180). Toronto: Canadian Scholars Press Inc.

• Saks, E.R. (2007). The center cannot hold: My journey through madness. New York: Hyperion.

• Vance, M.L. (Ed.) (2007). Disabled faculty and staff in a disabling society: Multiple identities in higher education. North Carolina: Association on Higher Education and Disability.

• Vogel, G., & Sharoni, V. (2011). ‘My success as a teacher amazes me each and every day’–perspectives of teachers with learning disabilities. International Journal of Inclusive Education, 15(5), 479-495.

• Wolframe, P.M. (2013). The madwoman in the academy, or, revealing the invisible straightjacket: Theorizing and teaching saneism and sane privilege. Disability Studies Quarterly, 33(1). Retrieved from http://dsq-sds.org/article/view/3425.