ABSTRACT
This chapter investigates invisible disability within the context of the higher education environment. It focuses on autobiographic approach to explore the implications of personal mental health disorders for university faculty whose professional reputations and livelihoods exist in a place where intellect and reason are deemed to reign supreme. The chapter explores the difficulties of intertwining the personal and professional despite the often proclaimed liberating elements of doing so. Disability is contemporarily regarded as a social response to an impairment whether it be physical or psychological. Park, Radford and Vickers (1998) chronicle geography's early engagement with disability. The experiences and perceptions of university students with mental health conditions have been explored in both scholarly literature and trade publications; however, scant attention has been directed to those issues as they relate to faculty with mental illness in particular. Parallels have been drawn between theorizations of disabled identities and queer theory.
