Research
Most of my writing hovers around issues pertaining to queer, trans, and disability communities, especially those that lie at these communities' intersections. I am a rhetorician by training, but most of my work is better understood within the purview of queer and trans disability studies and the history of medicine. I've written two books, Queer Silence: On Disability and Rhetorical Absence (2022) and Crip Negativity (2023), both through the University of Minnesota Press.
Currently, I am at work on two book projects. The first, tentatively titled Neurotrans maps a cultural and rhetorical history of mental disability and transgender as contingent medical and social categories in the United States. By way of archival research on renowned psychiatrists and their patients, as well as critical analysis informed by the fields of trans studies and disability studies, I explore how the mutual constitution of transness and disability has shaped both medical discourse and broader cultural norms for gender comportment and mental health. I am also in the process of writing my first novel.
You can learn more about my work and publications by checking out my curriculum vitae.
Currently, I am at work on two book projects. The first, tentatively titled Neurotrans maps a cultural and rhetorical history of mental disability and transgender as contingent medical and social categories in the United States. By way of archival research on renowned psychiatrists and their patients, as well as critical analysis informed by the fields of trans studies and disability studies, I explore how the mutual constitution of transness and disability has shaped both medical discourse and broader cultural norms for gender comportment and mental health. I am also in the process of writing my first novel.
You can learn more about my work and publications by checking out my curriculum vitae.
Teaching
Perhaps unsurprisingly, my teaching is closely related to my research. I not only have a passion for leading queer-, trans-, and disability- themed courses, but I am careful to mold my pedagogy in all my classes--from first-year composition to graduate-level seminars--around the insights offered by (neuro)queer, trans, and crip educators. These insights have had innumerable effects on my teaching, but among the most important to me are
- an insistence on intersectional syllabi that highlight minoritarian voices,
- an inclusive and accessible class/classroom that welcomes the participation of a diverse array of bodyminds,
- and an acknowledgment that not every student will come away from a course having learned the same things as their peers, that it is my job as the instructor to celebrate learning as a personal journey, even if that journey is structured by the social/cultural/material dimensions of the class.
Image Description: Logan, wrapped in black fabric and wearing a silver chain necklace, is sitting barefoot on the floor. They are looking off left out of the frame.