(Dis)ability Deconditioning: Challenging Ableist Articulations of Professionalism in University Career Centers

Abstract

ABSTRACT When drawing from dominant norms, university career centers can promote ideas of professionalism that systematically train marginalized identities to suppress embodied knowledge. I analyze five career center websites using thematic coding to identify how career centers can circulate ableist notions of professionalism on their public-facing websites. I then offer a theory of (dis)ability deconditioning to encourage collaborative interventions between technical and professional communicators and career center professionals to challenge ableist norms and center embodied intersectionality.