‘On the outside looking in?’

This chapter begins with a discussion of the interconnections between privileges and the capacity to conduct and disseminate research. This is followed by autoethnographic reflections on some of the challenges encountered as a disabled researcher. Teaching is another realm in which research is shared and here again having an able body and/or mind confers distinct advantages and rewards. Physical energy and mental acuity are also distinct advantages in the academy. Teaching is hard work at the best of times: involving a lot of preparation which takes time and energy and careful thought. There are similar if not as socially and spatially encompassing, developments in Canada. Challenging the ableist academy is in part about shaking up such exclusionary mindsets and practices beyond its walls. There is much then to be done to challenge the ableist academy and ensure that disabled researchers are not ‘left on the outside looking in’.