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At a time when educators are increasingly asked to take responsibility for the ‘mental health’ of students, this edited collection critiques the processes of surveillance and exclusion that can accompany such endeavours. Instead of considering madness as something to be ‘overcome,’ its authors ask what madness and Mad Studies can bring to the field of education and educational institutions.
This book argues that Mad Studies has important critiques of the current neoliberal state of education and schooling and that educational institutions are not benevolent in their efforts to both eliminate madness and Mad people. The collection argues that educational institutions are actively involved in processes of surveilling and excluding and/or pushing out educators and students who experience ‘mental illness.’
The first edited collection to bring together the fields of Mad Studies and education, it provides a space for critical scholars and practitioners/educators, to theorize how madness might push the very limits of education. It will appeal in particular to those working in the fields of psychology, education, disability studies and social work.
Adam Davies is Assistant Professor in the College of Social and Applied Human Sciences at the University of Guelph in Guelph, Canada. Dr. Davies’s research focuses upon early childhood education, K-12 schooling, and queer intimacies and social media.
Lauren Spring: Lauren Spring holds a PhD in Adult Education and Community Development from the University of Toronto. Dr Spring is currently a Teaching and Learning Consultant with Conestoga College.
Mark A. Castrodale is a Student Accessibility Case Manager at Brock University, Canada. Dr Castrodale’s research applies mobile methodologies and spatial theorizing to examine ableism and sanism in institutions.
Jersey Cosantino is Doctoral Candidate in Cultural Foundations of Education, Syracuse University, USA. Jersey’s scholarship resides at the intersections of Mad Studies and Trans Studies.
List of contents
1. Introduction: Bridging mad studies and education through praxis - Adam Davies, Lauren Spring, Mark Castrodale & Jersey Cosantino.- 2. Teaching from experience: The “best person for the job?” - Lauren Spring & Sara Kafashan.- 3. Becoming a mad social worker - Gary Sutton.- 4. Mad pedagogy as intervention - Fady Shanouda.- 5. Mad studies in education: A Mad-positive manifesto for faculty training, Universal Design for Learning, and inclusive pedagogy - Mark Castrodale.- 6. Centering madness in medical education: Storying a psychiatry residency education - Lauren Munro & Lucy Costa.- 7. Psychiatry as a nationalist project: Maddening political psychiatry through case studies of mental health education efforts in Iran and Canada - Efrat Gold & Sona Kazemi.- 8. Abolition and distress: Music educators’ perspectives on policing - Juliet Hess.- 9. Mad duo-ethnographic poetics in education: A rhizomatic exploration of educational encounters - Jersey Cosantino & Adam Davies.- 10. Conclusion: Critical pedagogy and Mad praxis in the classroom - Adam Davies, Lauren Spring, Mark Castrodale & Jersey Cosantino.
About the author
Adam Davies is Assistant Professor in the College of Social and Applied Human Sciences at the University of Guelph in Guelph, Canada. Dr. Davies’s research focuses upon early childhood education, K-12 schooling, and queer intimacies and social media.
Lauren Spring: Lauren Spring holds a PhD in Adult Education and Community Development from the University of Toronto. Dr Spring is currently a Teaching and Learning Consultant with Conestoga College.
Mark A. Castrodale is a Student Accessibility Case Manager at Brock University, Canada. Dr Castrodale’s research applies mobile methodologies and spatial theorizing to examine ableism and sanism in institutions.
Jersey Cosantino is Doctoral Candidate in Cultural Foundations of Education, Syracuse University, USA. Jersey’s scholarship resides at the intersections of Mad Studies and Trans Studies.
Summary
At a time when educators are increasingly asked to take responsibility for the ‘mental health’ of students, this edited collection critiques the processes of surveillance and exclusion that can accompany such endeavours. Instead of considering madness as something to be ‘overcome,’ its authors ask what madness and Mad Studies can bring to the field of education and educational institutions.
This book argues that Mad Studies has important critiques of the current neoliberal state of education and schooling and that educational institutions are not benevolent in their efforts to both eliminate madness and Mad people. The collection argues that educational institutions are actively involved in processes of surveilling and excluding and/or pushing out educators and students who experience ‘mental illness.’
The first edited collection to bring together the fields of Mad Studies and education, it provides a space for critical scholars and practitioners/educators, to theorize how madness might push the very limits of education. It will appeal in particular to those working in the fields of psychology, education, disability studies and social work.
