Introduction

Dhar, Ayurdhi

doi:10.4324/9780429203237-1

Cited by 2 publications

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“…Notably, the texts acknowledge the role of psychosocial adversity in exacerbating schizophrenia. Mad Studies frameworks would encourage a contextualisation of experiences versus a focus on pathology, extending this focus to how people are constituted within psychosocial milieu, opening space for meaningful cross-cultural analyses (Dhar, 2020).…”

Section: Discussionmentioning

confidence: 99%

Hearing voices, but whose? Constructions of schizophrenia in introductory psychology textbooks

Senior,

LaMarre

2024

Theory & Psychology

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Introductory psychology courses have a broad reach; their textbooks are instrumental in disseminating information about mental distress. In this study, we present the theoretical implications of a Foucauldian discourse analysis of constructions of schizophrenia in six introductory psychology textbooks assigned in Aotearoa/New Zealand and Australia. We identify three interconnected discursive constructions within the textbooks: object-for-study, social problem, and unrecoverable illness. These constructions converge to position people with a diagnosis of schizophrenia (PWDS) as sites for biomedical intervention and generate biomedical treatment as necessary but non-curative. Notably, the voices of PWDS are absent from the texts. We contend that amplifying counter discourses and the voices of PWDS is essential to provide the context, meaning, and hope that is missing from these textbooks, and broader society. We work with Mad Studies to present potential ways of theorising otherwise around these experiences—and leveraging this theory in textbook writing.

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Section: Discussionmentioning

confidence: 99%

Hearing voices, but whose? Constructions of schizophrenia in introductory psychology textbooks

Senior,

LaMarre

2024

Theory & Psychology

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“…From phenomenology to feminism to decolonial theories to critical psychiatry, we know that we can only understand subjectivity and knowing—human intentionality—by looking at interactions between real, toiling, worldly bodies (e.g., Davar, 2014; Dhar, 2020; Lugones, 1987; Maclaren, 2002; McNally, 2001; Merleau-Ponty, 1960, 1945/2012; Mills, 2014; Stawarska, 2009a; Velez & Tuana, 2020). On this kind of understanding, abstract knowing (what colonial cognitive science often takes as the highest form of intelligence) is not so much the lonesome pinnacle of our sophistication, but in fact derives from our essentially dual (not: dualistic!)…”

Section: A Broken Horse and Epistemologymentioning

confidence: 99%

Seeing and inviting participation in autistic interactions

Jaegher

2021

Transcult Psychiatry

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What does it take to see how autistic people participate in social interactions? And what does it take to support and invite more participation? Western medicine and cognitive science tend to think of autism mainly in terms of social and communicative deficits. But research shows that autistic people can interact with a skill and sophistication that are hard to see when starting from a deficit idea. Research also shows that not only autistic people, but also their non-autistic interaction partners, can have difficulties interacting with each other. To do justice to these findings, we need a different approach to autistic interactions—one that helps everyone see, invite, and support better participation. I introduce such an approach, based on the enactive theory of participatory sense-making and supported by insights from indigenous epistemologies. This approach helps counteract the homogenizing tendencies of the “global mental health” movement, which attempts to erase rather than recognize difference, and often precludes respectful engagements. Based in the lived experiences of people in their socio-cultural-material and interactive contexts, I put forward an engaged—even engag ing—epistemology for understanding how we interact across difference. From this perspective, we see participatory sense-making at work across the scientific, diagnostic, therapeutic, and everyday interactions of autistic and non-autistic people, and how everyone can invite and support more of it.

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Introduction

Cited by 2 publications

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Hearing voices, but whose? Constructions of schizophrenia in introductory psychology textbooks

Hearing voices, but whose? Constructions of schizophrenia in introductory psychology textbooks

Seeing and inviting participation in autistic interactions

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