ABSTRACT
The experiences of disabled students, faculty, and staff in Canadian higher education have not been thoroughly documented in the literature. As such, academic ableism generally, and ableist microaggressions in particular, are not well understood by non-disabled academics and students. This theoretical chapter examines how the phrase “blind review” simultaneously functions as and is representative of ableist microaggressions. Using a cripstemiological framework, the chapter differentiates between person first language, identity first language, and other disability terminologies while outlining what disability means in Canadian post-secondary institutions and society more broadly. In doing so, the chapter implores the reader to (re)consider the language they use in academic spaces in an effort to be more inclusive of disabled bodyminds.
