Critical Disability Studies and Mad Studies: Enabling new Pedagogies in Practice

Auteurs-es

  • Mark Anthony Castrodale McMaster University

DOI :

https://doi.org/10.56105/cjsae.v29i1.5357

Mots-clés :

Critical Disability Studies, Mad Studies, Critical Pedagogy, Higher Education

Résumé

I draw theoretically on the works of critical pedagogues to unpack my instructor experiences developing and teaching critical disability studies (CDS) and Mad studies in university contexts. My intent is to insert CDS and Mad pedagogies into the literature in adult education, where such discourses have been and continue to be absent from critical pedagogy in general and from teacher education more specifically. In this paper, I offer a critique of the absence of CDS and Mad studies‐informed approaches and perspectives in critical pedagogy in ways that may inform adult education. CDS and Mad studies can also help us to unpack the often ableist and sanist nature of Canadian teacher education. 

Biographie de l'auteur-e

Mark Anthony Castrodale, McMaster University

Dr. Mark Anthony Castrodale is a Critical Disability Studies and Mad Studies scholar, university instructor, policy analyst, researcher, writer, and advocate. He is currently an Accessibility consultant and instructional designer at McMaster University. Mark has personal and professional connections to mad and disability studies communities. He often draws on the perspectives of self-identifying mad and disabled persons to inform educational policies and practices.

 

Références

AUTHOR, (2014). ---Name Removed---

Anderson, R.C. (2006). Teaching (with) disability: Pedagogies of lived experience. The Review of Education, Pedagogy, and Cultural Studies, 28, 367-379.

Baglieri, S., & Shapiro, A. (2012). Disability Studies and the inclusive classroom critical practices for creating least restrictive attitudes. New York: Routledge.

Beckett, A.E. (2015). Anti-oppressive pedagogy and disability: possibilities and challenges. Scandinavian Journal of Disability Research, 17(1), 76-94.

Beresford, P. (2000): What Have Madness and Psychiatric System

Survivors Got to Do with Disability and Disability Studies?,Disability & Society, 15(1),167-172.

Beresford, P. & Russo, J. (2016). Supporting the sustainability of Mad Studies and preventing its co-option. Disability & Society, 1-5.

Burstow, B. (2003). From pills to praxis: Psychiatric survivors and adult education. The Canadian Journal for the Study of Adult Education, 17(1), 1-18.

Church, K., & Landry, D. (In press). Teaching (like) crazy in a mad positive school: Exploring the charms of recursion.

Church, K. (in press) “It’s complicated”: Blending disability and mad studies in the corporatizing university. In H. Spandler, J. Anderson, and B. Sapey (Eds.) Madness, distress and the politics of disablement. Bristol, UK: Policy Press.

Danforth, S., & Gabel, S.L. (2006). Vital questions facing disability studies in education. New York: Peter Lang.

Erevelles, N. (2000). Educating unruly bodies: Critical pedagogy, disability studies, and the politics of schooling. Educational Theory, 50(1), 25-48.

Erevelles, N. (2005). Rewriting critical pedagogy from the periphery: Materiality, disability and the politics of schooling. In Disability Studies in Education. Readings in theory and method, edited by S.L. Gabel, 65-84. New York: Peter Lang.

Foucault, M. (1995). 2nd edition. Discipline and Punish: The birth of the prison. New York: Vintage Books.

Foucault, M. (2007). The Politics of Truth. Los Angeles, CA: Semiotext(e).

Frances, A. (2014). Saving normal: An insider’s revolt against out –of-control psychiatric diagnosis, DSM-5, big pharma, and the medicalization of ordinary life. New York: William Morrow.

Freire, P. (2009). Pedagogy of the oppressed. New York: Continuum.

Fritsch, K. (2015). Desiring disability differently: Neoliberalism, heterotopic imagination and intra-corporeal reconfigurations. Foucault Studies, 19, 43-66.

Gabel, S.L. (2001). “I wash my face with dirty water”: Narrative of disability and pedagogy. Journal of Teacher Education, 52, 31-47.

Gabel, S. (2002). Some conceptual problems with critical pedagogy. Curriculum Inquiry, 32(2), 177-201.

Gibson, S. (2012). Narrative accounts of university education: sociocultural perspectives of students with disabilities. Disability & Society, 27(3), 353-369.

Giroux, H.A. (2003). Public pedagogy and the politics of resistance: notes on a critical theory of educational struggle. Educational Philosophy and Theory, 35(1), 5-16.

Goodley, D. (2007). Towards socially just pedagogies: Deleuzoguattarian critical disability studies. International Journal of Inclusive Education, 11(3), 317-334.

Goodley, D. (2012). Dis/entangling critical disability studies. Disability & Society, 1-14.

Goodley, D. (2014). Dis/ability studies: Theorising disablism and ableism. New York: Routledge.

Grace, A. (2013). Lifelong learning as critical action: International perspectives on people, politics, policy, and practice. Toronto: Canadian Scholars’ Press Inc.

Hulgin, K.M., O’Connor, S. Fitch, E.F., & Gutsell, M. (2014). Disability Studies pedagogy: Engaging dissonance and meaning making. Review of Disability Studies, 7(3-4), 52-66.

hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.

Jones, H.S. (2005). Autoethnography: Making the personal political. In Denzin, S.K. and Lincoln, Y.S. (Eds.) the sage handbook of qualitative methods. 3rd Edition. Chapter 30 pp.763-792. Thousand Oaks, CA: Sage.

Knoll, K. R. (2009). Feminist disability studies pedagogy. Feminist Teacher, 19(2), 122-133.

Kumashiro, K.K. (2000). Toward a theory of anti-oppressive education. Review of Educational Research 70(1), 25-53.

Kumashiro, K.K. (2002). Troubling education. New York: Routledge Falmer.

Liasidou, A. (2013). Intersectional understandings of disability and implications for a social justice reform agenda in education policy and practice. Disability & Society, 28(3), 299-312.

Liasidou, A. (2014). Critical disability studies and socially just change in higher education. British Journal of Special Education, 41(2), 120-134.

Linton, S., Mello, S., & O’Neill, J. (1995). Disability studies: Expanding the parameters of diversity. Radical Teacher, 47, 4-10.

Marks, D. (1999). Disability: Controversial debates and psychosocial perspectives. London: Routledge.

Meekosha, H. & Shuttleworth, R. (2009). What’s so ‘critical’ about critical disability studies? Australian Journal of Human Rights, 15(1), 47-76.

Michalko, R. (2008). Double trouble: Disability and dis- ability studies in education. In Disability and the politics of education: An international reader. (pp.401-416). Eds. Gabel, S., and Danforth, S. New York: Peter Lang.

McLean, M.A. (2008). Teaching about disability: an ethical responsibility? International Journal of Inclusive Education, 12(5-6), 605-619.

McRuer, R. (2006). Crip theory: Cultural signs of queerness and disability. New York: New York University Press.

Nesbit, T. (2011). Canadian adult education: Still a movement. Canadian Journal of University Continuing Education, 37(1), 1-13.

Nesbit, T., Brigham, S., Taber, N., & Gibb, T. (Eds.). (2013). Building on critical traditions: Adult education and learning in Canada. Toronto. Thompson Educational Publishing.

Nocella, A.J. (2008). Emergence of disability pedagogy. Journal for Critical Education Policy Studies, 6(2), 77-94.

Opini, B. (2016). Walking the talk: towards a more inclusive field of disability studies. International Journal of Inclusive Education, 20(1), 67-97.

Patterson, J., Hogan, J., & Willis, H. (2008). Vision, passion, action: Reflections on learning to do disability studies in the classroom and beyond. Disability Studies Quarterly, 28(4).

Pfeiffer, D., & Yoshida, K. (1995). Teaching Disability Studies in Canada and the USA. Disability & Society, 10(4), 475-500.

Price, M. (2014). Mad at school: Rhetorics of mental disability and academic life. Ann Arbor: The University of Michigan Press.

Reville, D. (2013). Is mad studies emerging as a new field of inquiry? In B. A. LeFrançois, R. Menzies, and G. Reaume (Eds.). Mad matters: A critical reader in Canadian Mad Studies. Toronto: CSPI.

Rice, N. (2006). Promoting ‘Epistemic Fissures’: Disability studies in teacher education. Teacher Education, 17(3), 251-264.

Rose, N. (1979). The psychological complex: mental measurement and social administration. Ideology & consciousness, 4, 5-68.

Rose, N. (1998). Inventing our selves: Psychology, power, and personhood. Cambridge, UK: Cambridge University Press.

Rose, N. (1999). Governing the soul: The shaping of the private self. 2nd Ed. London: Free association books.

Russo, J. & Beresford, P. (2015). Between exclusion and colonization: Seeking a place for mad people’s knowledge in academia. Disability & Society, 30(1), 153-157.

Selman, G., & Selman, M. (2009). The life and death of the Canadian adult education movement. Canadian Journal of University Continuing Education, 35(2), 13–28.

Slee, R. (2004). Meaning in the service of power. In L. Ware (Ed.), Ideology and the politics of in/exclusion (pp. 46- 58). New York: Peter Lang.

Slee, R. (2011). The irregular school: Exclusion, schooling and inclusive education. New York: Routledge.

Taylor, S.J. (2011). Disability Studies in Higher Education. New Directions for Higher Education, 154, 93-98.

Thompson, S.A. (2012). Thrice disabling disability: enabling inclusive, socially just teacher education. International Journal of Inclusive Education, 16(1), 99-117.

Titchkosky, T. (2011). The question of access: Disability, space, meaning. Toronto: University of Toronto Press.

Titchkosky, T. (2012). The ends of the body as pedagogic possibility. The Review of Education, Pedagogy, and Cultural Studies, 34, 82-93.

Ware, L. P. (2002). A moral conversation on disability: Risking the personal in educational contexts. Hypatia, 17(3), 143-172.

Whitaker, R. (2010). Anatomy of an epidemic: Magic bullets, psychiatric drugs, and the astonishing rise of mental illness in America. New York: Broadway books.

Young, S. (2014). I’m not your inspiration, thank you very much. Retrieved online: www.ted.com

Téléchargements

Publié-e

2016-12-20

Comment citer

Castrodale, M. A. (2016). Critical Disability Studies and Mad Studies: Enabling new Pedagogies in Practice. La Revue Canadienne Pour l’étude De l’éducation Des Adultes, 29(1), 49–66. https://doi.org/10.56105/cjsae.v29i1.5357

Numéro

Vol. 29 No. 1 (2017): Education Pathways in Adult Education

Rubrique

Articles

Licence

Les auteurs des manuscrits acceptés pour publication devront céder les droits à la Revue canadienne pour l’étude de l’éducation des adultes (RCÉÉA). La RCÉÉA demande que, en tant que créateur(s)/auteur(s) du manuscrit soumis, vous attribuiez certains droits au manuscrit à RCÉÉA en échange de l’engagement à publier l’article en version imprimée et sous forme électronique et que, en général, à poursuivre sa diffusion à travers le monde. Les droits demandés par RCÉÉA sont:

  1. Le droit de publier l’article en version imprimée et sous forme électronique ou sous toute autre forme qui est s’enligne avec son rôle de publication scientifique dans le but de diffuser les travaux sur une plus grande étendue;
  2. Le droit d’être le seul éditeur de l’article pour une période de 12 mois;
  3. Le droit de rendre l’article disponible au public à l’intérieur d’une période de 24 mois, tel que déterminé par le personnel pertinent de RCÉÉA;
  4. Le droit de s’attribuer des droits de reproduction ou d’accorder ce droit à d’autres sous forme imprimée, électronique ou toute autre forme, dans ce cas, les revenus accumulés à être partagés équitablement entre les auteurs et la revue;
  5. Le droit d’administrer la permission d’utiliser des portions de l’article tel que demandé par d’autres, cherchant la récompense lorsque jugé approprié par RCÉÉA;
  6. Le droit de rechercher ou de profiter de possibilités à voir l’article inclus dans une base de données visant à accroître sa notoriété;
  7. En tant qu’auteur, RCÉÉA désire que vous conserviez le droit de republier l’article, avec accusé de RCÉÉA en tant que premier éditeur, en tout ou en partie, dans tout autre de vos publications, y compris toute anthologie que vous pourriez éditer jusqu’à un total de trios autres;
  8. En tant qu’auteur, RCÉÉA désire que vous conserviez le droit de placer l’article sur votre page Web personnelle ou celle de votre université ou institution. RCÉÉA vous demande toutefois d’y afficher l’avis suivant: Une version pleinement éditée et examinée par les pairs de cet article a d’abord été publiée par Canadian Journal for the Study of Adult Education/la Revue canadienne pour l’étude de l’éducation des adultes, <Année>, <Volume>, <Numéro>, <Numéro de page>.

PAR L’ACCEPTATION DE CE QUI PRÉCÈDE, VOUS CONFIRMEZ QUE LE MANUSCRIT EN SOUMISSION N’A PAS ÉTÉ PUBLIÉ AILLEURS EN TOTALITÉ OU EN PARTIE, ET QU’AUCUN ACCORD DE PUBLICATION EST EN COURS D’ÉVALUATION.

SI L’ARTICLE CONTIENT DES ÉLÉMENTS REQUÉRANT UNE AUTORISATION ÉCRITE POUR INCLUSION, VOUS CONVENEZ QU’IL EST DE VOTRE DEVOIR PAR LA LOI D’IDENTIFIER CES ÉLÉMENTS À LA DIRECTION DE RCÉÉA ET D’OBTENIR CETTE AUTORISATION. RCÉÉA NE PAIERA PAS DE DROITS D’AUTORISATION. SI RCÉÉA EST D’AVIS QUE CETTE AUTORISATION EST NÉCESSAIRE, ELLE VOUS DEMANDERA D’OBTENIR CELLE-CI AVANT PUBLICATION.

EN TANT QU’AUTEUR(S), VOUS CERTIFIEZ QUE L’ARTICLE EN SOUMISSION VOUS EST ORIGINAL. 

En autant que les conditions ci-dessus vous soient satisfaisantes et que vous y consentiez, veuillez indiquer votre accord en cochant la case appropriée et procéder à votre soumission.

Cet accord a été extrait avec la permission du « guide des meilleures pratiques pour l’édition des revues savantes » (2007), produit par l’Association canadienne des revues savantes (ACRS).