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About the AuthorLiz Miller is a PhD student of rhetoric and disability studies in the English department at The Ohio State University. She is intrigued by the ways that minds and bodies move through public spaces, now and at various historical moments, and wishes to draw attention to diverse ways of being, dwelling, participating and/or subverting. This, ideally, will translate into the construction of accessible classroom pedagogies as well as caring and sustainable life practices more generally. Miller’s current research delves into care networks among graduate students, particularly focusing on mental health strategies for surviving in a disabling institution. Contents |
ReferencesCarter, A., Catania, T., Schmitt, S., & Swenson, A. (2017). Bodyminds like ours: An autoethnographic analysis of graduate school, disability, and the politics of disclosure. In S.L. Kerschbaum, L.T. Eisenman, & J.M. Jones (Eds.), Negotiating disability: Disclosure and higher education (pp. 95-113). University of Michigan Press. Dolmage, J. (2017). Academic ableism: Disability and higher education. Ann Arbor, MI: University of Michigan Press. Flaherty, C. (2018, March 6). Mental health crisis for graduate students. Inside Higher Ed. https://www.insidehighered.com/news/2018/03/06/new-study-says-graduate-students-mental-health-crisis González, C. L. (2020). Emerging through critical race theory counter-storytelling in a rhetoric and composition graduate studies context. [Symposium on the status of graduate study in rhetoric and composition]. Xchanges, 15(1), 1-6. http://www.xchanges.org/emerging-through-crt-counter-storytelling Graduate Association of Mental Health Action and Advocacy. (n.d.). About us. http://org.osu.edu/gamhaa/about-us/ Hanson, A., Ramirez, A., Cobos, A. M., Listhartke, H., & Roberson, S. (2020). (Re)producing (e)motions: Motherhood, academic spaces, and neoliberal times. [Symposium on the status of graduate study in rhetoric and composition]. Xchanges, 15(1), 1-7. http://www.xchanges.org/re-producing-e-motions Kumari, A., Baniya, S., & Larson, K. (2020). The necessity of genre disruption in organizing an advocacy space for and by graduate students. [Symposium on the status of graduate study in rhetoric and composition]. Xchanges, 15(1), 1-8. http://www.xchanges.org/the-necessity-of-genre-disruption Pain, E. (2018, March 6). Graduate students need more mental health support, study highlights. Science Magazine. https://www.sciencemag.org/careers/2018/03/graduate-students-need-more-mental-health-support-new-study-highlights Piepzna-Samarasinha, L.L. (2018). Care work: Dreaming disability justice. Arsenal Pulp Press. Price, M. (2011). Mad at school: Rhetorics of mental disability and academic life. University of Michigan Press. Price, M. (2015). The bodymind problem and the possibilities of pain. Hypatia: A Journal of Feminist Philosophy, 30, 268-284. https://doi.org/10.1111/hypa.12127 Wong, A. (2018, November 27). Graduate school can have terrible effects on people’s mental health. The Atlantic. https://www.theatlantic.com/education/archive/2018/11/anxiety-depression-mental-health-graduate-school/576769/ Woolston, C. (2019, November 13). PhDs: The torturous truth. Nature. https://www.nature.com/articles/d41586-019-03459-7 |
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