. . . the sheets hold a diagonal crease: the memory of the line, an imprint as obvious and useless as the adult our childhood selves once planned to be.
In 2022, I attended the 106th running of the Indianapolis 500, and watched cars hurtle past at 220 mph—fast enough to cover a football field in nine tenths of a second. Over 325,000 fans cheered louder than the engines themselves.
“This is solid, mostly titanium,” the surgeon says while I’m still groggy in recovery. “You can’t pull it apart if you tried.,” and, almost as an afterthought, “Don’t try.”
I always received glowing remarks on my alliteration or understanding of poetic devices, but they were hidden beneath what felt like hundreds of tiny red strikes across misspellings—although my phonetic versions of the words were sometimes genius, and always understandable.
The ableism of schools as workplaces means that all teachers are assumed to be able-bodied until a disabled teacher identifies their need for accommodations. Schools respond; they do not, to my knowledge, anticipate disabled teachers.
I’d never thought of myself as separate from the world I lived in; the Outside I came from was sensory-rich and immersive, there my interactions unfolded organically and overlapped, building intuitively like the scales on a pinecone, rewarding curiosity with wonder.