Mad Futures: Affect/Theory/Violence

Aho, Tanja; Ben‐Moshe, Liat; Hilton, Leon J.

doi:10.1353/aq.2017.0023

Cited by 52 publications

(4 citation statements)

References 22 publications

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“…Lastly, Mad Studies courses have seen significant growth in Canada and on international campuses across the Atlantic (Poole & Grant, 2018). However, this infiltration has continued piecemeal in the US academy (Aho et al, 2017). This is not from lack of effort as many academics have been toiling in the trenches for some time, carving out nooks of mad space in education (Russo & Sweeney, 2016).…”

Section: Mad Studies Course Development and Curriculummentioning

confidence: 99%

A Literature Review of Mad Studies as Critical Pedagogy: What is Mad Studies, and How Does it Implicate the Education of Adults?

Procknow

2023

New Horizons in Adult Education and Human Resource Development

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Students diagnosed with mental illness are progressively composing the makeup of our universities’ student bodies. With more “mad” students making their way into the academy, this has encouraged many in Mad Studies to consider the challenges they confront in pursuing post-secondary studies. The purpose of this structured literature review of the Mad Studies canon is to tease out themes apropos to the education of adults through a critical pedagogy lens. Themal categories were organized around: Mad Studies course development and curriculum, popular culture and arts-based education, contesting the university seeped in sanism, surveilling mad bodies/minds, the university demands resilience, the politics of course instruction/teaching, mad disclosures, educational policy, and threat and risk management. This paper concludes by discussing the glaring voids in the literature and recommendations for future research.

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Section: Mad Studies Course Development and Curriculummentioning

confidence: 99%

A Literature Review of Mad Studies as Critical Pedagogy: What is Mad Studies, and How Does it Implicate the Education of Adults?

Procknow

2023

New Horizons in Adult Education and Human Resource Development

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“…“Normate,” “neurotypical,” “healthy,” “sane,” and “sound-minded” is the nomenclature used herein to refer to the mental status quo; and “non-normative,” “neurodivergent,” “insane,” “mad,” and of “unsound-mind” are the terms used to refer to variances of the mind. These terms “are all socially and culturally contingent designations” (Aho et al, 2017, p. 295). Neurotypical, a term leveraged from the Autism/Asperger’s advocacy community, is used to differentiate normative swathes of the population from segments with psychiatric diagnoses.…”

Section: The Social Model Of Mental Distress Of Mental Illness Mad Studies and Sanismmentioning

confidence: 99%

“…For some, to be compared with and to fall short of what constitutes healthy is what “produce[s] the negative identity and the disability experiences of an abnormal self” (Liegghio, 2016, p. 120). Mad Studies challenges this mind/body and healthy/unhealthy duality (Aho et al, 2017).…”

Section: The Social Model Of Mental Distress Of Mental Illness Mad Studies and Sanismmentioning

confidence: 99%

Contesting “Authenticity” in Authentic Leadership through a Mad Studies Lens

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Rocco

2021

Human Resource Development Review

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A Mad Studies/social model of mental distress lens was used to critique authentic leadership. We deconstructed the dilemma of authenticity and leadership by exploring how authentic leadership (dis)allows the inclusion of people with mental illness. We found that their minds are treated as disruptive and rarely ever read as authentic. For followers to view “mentally ill” leaders as authentic requires candidness, disability disclosure, and emulating norms typical to their ingroup membership. We conclude this paper by challenging HRD to rethink its stance on disruptive leadership as symptomatic of mental illness. Employees with mental health marginality can develop an authentic identity in the workplace through authenticity building experiences such as connecting mad leaders to peer-support training, offering specialized leadership development, and co-producing a mental health awareness curriculum that challenges unhealthy workplace discourses that stigmatize mad leaders and workers.

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“…The re-conceptualization of student activism attempted in this chapter seeks to apply their insight and look for one historical moment (among many) that contributed to psy-disciplines' enrolment as the new core of deviancy-epistemology. Works emphasizing points of contact between critical race theory and Mad Studies considerations of psychiatric violence have been integral to asking these questions as well: see Pickens, Black Madness: Mad Blackness (2019), Gorman &Lefrançois, "Mad Studies" (2017), andAho, Ben-Moshe &Hilton, "Mad Futures" (2017).…”

Section: Discussionmentioning

confidence: 99%

Deviancy, Sexuality and the Psy-Disciplines at the University of Toronto

Edwards¹

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University pedagogy enabled theorization about sexual deviancy to pass as selfevident knowledge in postwar Canada. By integrating psychological, psychiatric and psychoanalytical textbooks into several programs after the Second World War, the University of Toronto became a unique source of local accreditation for these disciplines' professed knowledge about homosexuality. Clinical education at the university's medical school similarly modelled racist and ableist intake procedures ostensibly evaluating specific homosexuals' capacity to benefit from psychoanalysis. This, coupled with the extensive circulation of psy-disciplinary discourse among students, demonstrates the University of Toronto's local influence as a site of legitimation for medicalized, 'rehabilitative' authority over marginalized communities. This approach would consistently be considered progressive and effective by university-educated, middle-class Canadians throughout the 1940s-1970s. The extensive embrace of 'rehabilitative' ideals in postwar Canada would impact both state violence and the resistance strategies of activist organizations like the University of Toronto Homophile Association. Introduction: Sex, Deviancy and the Academy in Postwar TorontoTo date, we have completed treatment on twelve cases, with the youngest subject being a 15-year-old male prostitute from a correctional institution. All had Kinsey ratings of at least '4'. The technician is a first-year graduate student who has no special skills in operant conditioning but who does have a high degree of interest in this field. 1 -James Chapel, 1970. ________________________________________________________________________ By 1970, a Canadian graduate student with a "high degree of interest" in aversive conditioning could administer shock stimuli from a 7 ½ volt battery to a 15-year-old in the interest of altering their sexuality. The fact that this was not an exceptional state of affairs -that James Chapel felt secure in arguing that the technician's interest outweighed their lack of specific skill, that Chapel's department had unquestioned license to conduct these therapies on institutionalized youth in the first place-indicates the success of a transnational, scholarly campaign to establish the benevolence, rigour and utility of psychiatric knowledge about homosexuality. 2 The presentation of this paper to the

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Mad Futures: Affect/Theory/Violence

Cited by 52 publications

References 22 publications

A Literature Review of Mad Studies as Critical Pedagogy: What is Mad Studies, and How Does it Implicate the Education of Adults?

A Literature Review of Mad Studies as Critical Pedagogy: What is Mad Studies, and How Does it Implicate the Education of Adults?

Contesting “Authenticity” in Authentic Leadership through a Mad Studies Lens

Deviancy, Sexuality and the Psy-Disciplines at the University of Toronto

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