From The New York Times, Abby Wilkerson writes: “The new class I was teaching — “Composing Disability: Crip Ecologies” — was one of several first-year writing seminars offered at George Washington University. Given the focus, it was likely to be a challenge for at least some of the students. And it was presenting a particular challenge to me. Even before the class began, I was anxious. I have depression, and I wondered: Should I acknowledge it in the class? Would the students benefit if I did? I wanted to be sure I knew what I was doing, for everyone’s sake, before taking the leap. But I was not at all certain. The idea of disclosing in the classroom made me feel conflicted and vulnerable.” Read the rest of the story.
