The Anguish of Power: Remapping Mental Diversity with an Anticolonial Compass

Titchkosky, Tanya; Aubrecht, Katie

doi:10.1007/978-1-4020-9944-1_10

Cited by 9 publications

(4 citation statements)

References 7 publications

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“…Inclusion tacitly assumes that progressing towards white able-bodied privilege is the goal thus, perpetually sustaining barriers of exclusion as an "unintended consequence." Within what some scholars refer to as the hegemony of western colonial logics (Annamma, 2015;Mignolo 2009Mignolo , 2011Moreton-Robinson, 2015;Titchkosky & Aubrecht, 2009), injustice is a pernicious feature which depends upon exclusion to sustain inclusion of a few into a sphere of white able-bodied privilege. For example, the qualitative research of Hodge & Runswick-Cole (2013), describe the impossibility of inclusion for disabled children when striving toward the normative abled-body is the measure that persists in sustaining exclusion.…”

Section: Inclusion/ Exclusionmentioning

confidence: 99%

De-Linking the Elementary Curriculum from the Colonizing Forces of Ableism

Karmiris

2021

J. Disabil. Stud. Educ.

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What does it mean to teach and learn about becoming human amidst disability and race in the elementary school classroom? This broad question guides my conceptual paper here in a manner that focuses on the fruitful possibilities at the intersections between the fields of disability studies and decolonial studies. The first part of this paper intends to explore how the concepts of “dysconscious racism” (King, 1991, p. 133) and “dysconscious ableism” (Broderick and Lalvani, 2017, p. 894) are useful tools through which to conduct an analysis of how our education system remains rooted in the practices of exclusion and/or conditional inclusion that continue to valorize a subjective self steeped in western colonial logics. Through decolonial studies and Global South disability studies, the second portion of this paper seeks to question the limits of strategies of resistance that reinforce western-centric conceptions of the self while also making a case for interdependence.

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Section: Inclusion/ Exclusionmentioning

confidence: 99%

De-Linking the Elementary Curriculum from the Colonizing Forces of Ableism

Karmiris

2021

J. Disabil. Stud. Educ.

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“…We might look to Struck and Vagle (2014) and Van Manen's (1990) instructions on phenomenological writing to deduce that being in-writing and being in-intellectual disability includes describing, attending to, and reflecting on writing moments. Titchkosky, too, points out that wonder is made political when it involves a relationship between the self and the world, and how disability—and I would add, writing—arrives at an “intersection between perceiver and the perceived” (Titchkosky and Aubrecht, 2009 in Titchkosky, 2011, p. 129). In part, interacting with these moments of silence taught me to be open to productions of knowledge that come from being “with and near disability, thinking through disabled sensations and situations, whether yours or [someone else’s]” (Johnson and McRuer, 2014, p. 141).…”

Section: Chelsea’s Reflection: Listening or Not? Catching Phenomenological Research Momentsmentioning

confidence: 99%

Something is happening: encountering silence in disability research

Jones

Cheuk

2020

QRJ

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PurposeOften, researchers view silence as antagonistic to equity-aimed projects. Because verbal, written, and textually agentive communications are presumed to be the most valid qualitative-research data, moments of silence are under-analyzed. Yet, we argue that silence holds meaning as data and that it is a valid, rich form of communication.Design/methodology/approachThrough this reflective analysis of silence, we invite readers to reconceptualize silence in research from a critical disability-research perspective with emphasis on crip willfulness. We introduce silence as an interpretive, agentive and relational gesture.FindingsWe attend to silence as necessary in all research because it helps researchers excavate able-bodied expectations about communication in qualitative-data-collection practices.Originality/valueWe demonstrate that silences in research can be an interpretive, relational, and agentive gesture that can teach us about taken-for-granted assumptions about research practices. Revisiting our research encounters with this framing of silence informed by critical disability studies allows us to question how traditional social science research methods value some modalities of expression over others. Rather than viewing silence in research as moments when nothing happens, we show that silence indicates something happening and is valid data.

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“…The social justice discourse that emerged during the policy development process reflected the tenets of decolonial theory (Bulhan 2015;Titchkosky and Aubrecht 2009), liberation psychology (Fanon 1991;Martín-Baró 1994) and critical psychiatry (Bracken, Giller and Summerfield 2016;Kirmayer and Gold 2012;Mills 2015), which have all argued that the roots of psychological distress often lie in systems of social oppression, structural violence and collective trauma, rather than individual dysfunction. The student protest movements at UCT (RMF 2015), submissions from students and staff to UCT's Institutional Reconciliation and Transformation Commission (IRTC 2019), and inputs from university members during discussions about the student mental health policy proposed that "mental health difficulties" among black students at UCT are often a proxy for systemic inequality and exclusion within a historically white institution.…”

Section: Competing Discoursesmentioning

confidence: 99%

Developing a student mental health policy for a South African university: Consultation, contestation and compromise

Kaminer

Shabalala²

2019

SAJHE

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Given high rates of student mental health difficulties globally, the need for universities to have a student mental health policy has been increasingly recognised. In the South African context, such policies must not only balance the mental health needs of students with the realistic constraints of university resources in a time of austerity, but also engage with complexities posed by the Global North foundations of the fields of psychology and psychiatry and the systemic determinants of mental health. This article describes the development of a student mental health policy at a South African university, with a focus on points of contestation that emerged out of a broad-based institutional consultation process. Areas of contestation included the scope of university support for student mental health, defining mental health difficulties, the use of a disability framework for mental health, and processes of verification. All of these were embedded within a broader tension between health and social justice discourses. The compromises that were designed to balance these complexities within the student mental health policy are discussed, and reflections are offered that may inform the development of student mental health policies at other South African universities.

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The Anguish of Power: Remapping Mental Diversity with an Anticolonial Compass

Cited by 9 publications

References 7 publications

De-Linking the Elementary Curriculum from the Colonizing Forces of Ableism

De-Linking the Elementary Curriculum from the Colonizing Forces of Ableism

Something is happening: encountering silence in disability research

Developing a student mental health policy for a South African university: Consultation, contestation and compromise

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