Through stream-of-consciousness poetic inquiry, Seidel attempts to capture the experience of a violent body/brain crash on ice that suddenly fractured her life. She chronicals the recovery from traumatic brain injury, moving through the medical system, the frustrations and confusions of being labelled, tested, reduced to fragments, and the challenges of returning to work different and differently. The paper concludes with a reflection on what her experience of vulnerability and fragility might mean for thinking about radical diversity in teaching and learning, and for the field of curriculum studies.
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