Volume 172, Fall 2017, pp. 48-51

This article articulates the growth that occurs in graduate school when the author comes to terms with their disability as being a positive contribution to their scholarly work by using it in practice-based and embodied research. It explores a project which illuminated the possibilities of embodied research by renegotiating the emphasis of visual performance on stage and by claiming space in graduate life to work with disability to bring new perspectives to scholarly work.