Abstract

Medical discourse currently dominates as the defining framework for madness in educational praxis. Consequently, ideas rooted in a mental health/illness binary abound in higher learning, as both curriculum content and through institutional procedures that reinforce structures of normalcy. While madness, then, is included in university spaces, this inclusion proceeds in ways that continue to pathologize madness and disenfranchise mad people. This paper offers Mad Studies as an alternative entry point for engaging with madness in higher education, arguing that centring madness in pedagogical praxis has the potential to interrupt hegemonic ways of knowing, being, and learning. We illustrate how this disruption is facilitated by examining particular aspects of pedagogical praxis mobilized in Mad Studies, including building curriculum alongside mad community, centring madness in course design and student assessment, and the practice of mad positivity. Ultimately, this approach provides a metacurriculum of unlearning, challenging students to consider how their engagement with madness in the classroom, and beyond, has the potential to disrupt sanist systems of oppression and the normalcy they reconstitute.

摘要

医学话语目前是教育实践中疯狂的定义框架。因此，在高等学习中，根植于心理健康/疾病二元论的思想充斥于课程内容和通过强化正常结构的制度程序中。这样，虽然疯狂被包括在大学空间中，但这种包容以继续使疯狂变得可恶并剥夺了疯狂人民的权利的方式进行。本文将“疯狂研究”作为与高等教育中的疯狂交往的替代切入点，认为将疯狂置于教育实践中有可能打断霸权的认识，存在和学习方式。我们通过研究《疯狂研究》中动员的教学实践的某些方面，说明了这种破坏是如何促进的，包括与疯狂社区一起建立课程，将疯狂集中在课程设计和学生评估以及疯狂积极实践中。最终，这种方法提供了一个无法学习的课程，挑战性的学生要考虑他们在课堂上以及其他地方的疯狂参与如何可能破坏传统的压迫系统和他们重建的常态。