摘要：This book review critiques Negotiating Disability: Disclosure and Higher Education edited by Stepahnie L. Kerschbaum, Laura T. Eisenman, and James M. Moore. The editors of this anthology of essays and studies intended to provide a starting point to explore how disability is “named, identified, claimed, and negotiated” (Kerschbum, Eisenman, & Jones, 2017, p. 1). With this aim in mind, readers are introduced to the lived experiences of disabled students, faculty, and staff, as well as the tenets of Dis/ability Studies and Critical Race Theory (DisCrit). This review will evaluate the volume’s proposals for study and practice, as well as the future implications for disability issues on campuses, including such issues as physical environments in classrooms, identity disclosures, and policy decisions
