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Drawing on memory stories told in a collective biography workshop about children's encounters with schooling, this paper experiments with re-imagining the child-student-subject as an 'emergent intracorporeal multiplicity' [Fritsch, K. 2015. "Desiring Disability Differently: Neoliberalism, Heterotopic Imagination and Intra-Corporeal Configurations." "Foucault Studies" 19: 43-66, 51]. From the feminist new materialist perspective that the authors work with, the child is configured not as an entity prior to, or separate from, encounters with education systems, but emergent with-in them. This paper focuses on difference in human relations, and in particular on the intersections of disability and gender. It does so not in terms of essential characteristics of individuals, but as emergent, in-the-moment, with others. In focussing on the detail of lives-in-their-making, the authors ask, with Barad [2007. "Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning." Durham: Duke University Press], if we are interested in justice, how we are to 'understand our role in helping constitute who and what come to matter?'

This article explores what (working with) matter can tell us that language cannot or does not completely tell, about becoming a sensual, sexual woman free to move smoothly in and with her body. It explores how (working with) matter can transform living in, with and through a body, and how it affects and is affected. The text is centred around "touchpoints," that is, encounters through touch, as experienced by the first author as a dancer on wheels, and diffracted and narrated through poetry and images interwoven with theory. These encounters are seen as mo(ve)ments in a powerful agential assemblage that holds both danger and transformative possibilities, leading us to reimagine freedom as a river of sparring intensities. [ABSTRACT FROM AUTHOR]

In this autoethnographic essay, I will deconstruct my own being and becoming of a female researcher with a spinal cord injury (SCI) in the first half of my doctoral research on the sexual well-being of women with SCI, more specifically in the aftermath of a 1-month internship at a rehabilitation hospital where I assisted the health care team and had informal conversations with residents. Following Barad's plead for diffractive methodologies, I aim to track interference patterns of the range of relationalities—imagined or mobilized by myself or by others—that I embraced or shied away from during my fieldwork based on field notes and memory to discover from them the constant process of my own becoming-in-the-world with a "broken body." [ABSTRACT FROM AUTHOR]

This article reports on a qualitative study identifying the drivers for and boundaries to disability-disclosure in interability interactions as experienced by 13 students with physical impairments at five Belgian higher education institutions. Through surveys and in-depth interviews, the study explored whether the students experience, prefer, and expect differences in communication about their impairments with temporarily able-bodied peers, instructors, and staff. Interviews provided insight into the nuances of disclosure and topic avoidance decisions that differ by disclosure target: disability-disclosure is mainly a balancing act between fulfilling physical needs and maintaining a normal, positive identity. The visibility of impairments seems to play a minor role in the students’ initial orientation toward disclosing. The functions of disability-disclosure as posited by the Communication Predicament of Disability Model and the CARE-keys to effective interability communication (i.e., Contact, Ask, Respect, Empathy) are discussed as well as the implications of the findings for Communication Accommodation Theory. [ABSTRACT FROM PUBLISHER]